Gibbs Reflective Cycle - Report Example

Gibbs Reflective Cycle Inter-professional education, which is also known as “IPE” de s instances when from multiple professions relating to health as well as social care study collectively throughout or in some part of their professional preparation with the objective of nurturing collective practicein order toprovide the client or patient medical services in a better way (Lamb et al., 2006). Inter-professional education is a highly imperative as well as significant pedagogical methodology for organizing health professions students to deliver patient care in a cooperative team atmosphere. The attractive premise of IPE revolves around the fact that once health care professionals originate working together in a combined manner, patient care will advance and progress. Inter-professional teams augment the excellence of patient care, lessen costs, cut down patients length of stay, and diminish medical errors. The World Health Organization, National Academies of Practice, as well as the American Public Health Association can be counted among a few of the many establishments that have expressed backing of IPE. There is a lot of argument about the effectiveness of inter-professional education in allowingcooperativetraining. Systematic reviewsas well as research carry onidentifying some indication of effectiveness in alteringattitudes. However, more empirical substantiation of longer term influence is desired, predominantly in respect of influences on service superiority as well asthe overall experience of the patients. Nonetheless, severalassessments of IPE have been carried out than for many other frequentlyrecognised educational methods (Barr, 2005). Inter-professional capability denotes the ability of a professional to work in direct collaboration with other professionals, in this case medical professionals. A collaborative worker is an entity that engages in, as well as adopts the culture of collaborative working (Whittington, 2003). Working in a collaborative manner is a vital area that needs to be addressed by all practitioners working in the health as well as social care arena, in short every discipline that strives to provide service to its customers. Collaborative or collective working can basically be defined as working in direct contact as well as engagement with several other professionals, as well as those to whom the service is being provided. No occupation is truly capable of delivering complete service all on its own, hence it is important to combine the expertise of many specialists in order to ensure that the needs of the people using our service is truly met. Therefore, the importance of collaborative working cannot be stressed enough (CAIPE, 2002). An ability to work in direct contact with other professional is an ability that many medical care centres look for in their practitioners. Those who can interact successfully with the other professionals are looked upon as more capable of providing service in the health, social work and social care arena (Department of Health, 2000). The Inter-professional Capability Framework provides a way of comprehending what requires to be grasped through inter-professional education. It comprises four spheres or areas that relate to as well as upkeep collaborative working. Each area consists of several competencies or ‘capabilities’. These relate to the attitudes, skills as well as knowledge that are anticipated following the entire learning process (Armitage & Bywater, 2005) However, it is important to note that the entire concept of capability is given preference because it views competency is an on-going process and doesn’t end at one point, rather it continues as there is an increase in learning. The Framework also provides us with a manner of describing what the professionals are required to grasp as they learn to work collectively, and the consequent capabilities that they should be able to demonstrate (Hughes et al., 2007). Each of the capabilities possesses three learning levels that build up with the capability of the professional. Level one can be viewed as the primary and basic level, which build on to level two and three. The expected qualified practice of a professional can be termed the level of their capability. As a radiographer it is extremely important for me to collaborate with diagnostic radiographers, radiotherapy radiographers, paramedics, physiotherapists, midwives, nurses (adult, child, mental health and learning disability) and social worker students. In this process, it was increasingly important for me to implement a collective action plan in collaboration with the people who utilize services, while remaining sensitive to their evolving needs. The module of IP was designed to give students further opportunities of working in multi-professional groups in order to improve understanding across professional boundaries and encourage collaborative learning and working that will bring benefit to patient/service-users. The module required students to bring specialist in-depth knowledge of their profession and professional codes of conduct to a group setting so that health and social care pathways were critically reviewed in the context of professional practice. During the inter-professional education process, students worked in mixed professional groups. There were up to 6 groups per room, and every room had a facilitator. ‘True to life’ case studies were used in order to enhance the learning experience, and provide a realistic approach while discussions. Three different themes were used. While working collaboratively, we used our facilitator for support and used resources to enhance our learning. Moreover, the last hour of each session was devoted to summing up, sharing learning as well as drawing up assessments of the entire session. Here, I demonstrate capability CW. 1, by possessing a consciousness of the requirement to have a person-focused approach to meet the needs in a satisfactory manner. During group meetings, I explained my role and duties as a radiographer to the group members. The group members asked me different questions regarding radiography and I tried my best to give them answers appropriately. I told them how we work in different departments and also discussed the best modality we can choose regarding the case study. CW. 2 can also be applied here, since I continuously communicated with my group members in a very responsible as well as responsive manner. In regard to CW. 3, I shared my profession-specific knowledge with the group members as well as answered their queries in a capable manner which enhanced their already existing knowledge about my profession. While working in my group, I also demonstrated the attributes of involvement, respect, confidence as well as collaborative capabilities. I encouraged other members of the group to talk about their profession and tell us things that we didn’t have the knowledge of regarding their professions, which helped me gain an insight, and understanding about the various professions and what they do. I was also able to communicate very effectively within my group. I was able to express myself clearly to my group-members. I tried to utilise my communication skills effectively and tried to explain the medical terminologies present in the case studies whenever necessary. It was highly crucial for me to listen carefully to the views and ideas of the members of the groups during the discussion and to find solutions to the problems as a team. Although my major, that is radiography, has little relationship with what others did when communicating with patients, but while discussing some cases with the group I came to realize how important it was to give the patients the complete care that they needed. In inter-professional education reflection plays an important part in the analysis of the actions taken and comparing them to the alternative course of actions that could be taken in the same situation. For this reflection process, an important framework is Gibbs reflective cycle, which was developed in order to provide a cohesive structure that supported the process of reflecting on a nursing situation or experience. In order to carry this out successfully, a medical practitioner has to choose a previous situation and then ask themselves the following questions: 1. What part did I play in the situation and how did it make me feel? 2. Were the actions taken by me appropriate, or better than the actions taken by others? 3. How could I have enhanced the solution in order to facilitate the patient as well as other stakeholders? 4. How will my future course of action be different? 5. Did I learn anything new about myself during this process? 6. Did I expect the outcome to be different? Why? 7. How has it influenced my way of thinking? 8. Is there any knowledge from my research as well as theory that I can apply in this situation? 9. Are there any broader issues that could arise in this situation? During this reflection process, it helps to keep a certain similar clinical situation in mind and contrast your reflections (Oandasan, 2005). It was especially useful to collaboratively reflect on our case studies towards the end of our group sessions. Each person had the opportunity to contribute towards the reflection process. During the course of it, we realized that there were many alternatives that would have been more viable in situations than the ones that we used, for all stakeholders. It helped us gain insight from abird’s eye view of the entire incident. It took a whole deal of commitment, energy and most importantly an urge to learn. These days there is a mounting emphasis on inter-professional education in health care due to substantial amount of research representing the assistances of inter-professional collaborations in health care that entail continuous communication, harmonized efforts, and knowledge allocation among health care specialists. Advocates of inter-professional collaborations describe this exercise as ‘enhanced collaboration’, where each specialistsinvolvement is valued similarly. The advantages of inter-professional collaborations is better-quality patient consequences, improved provider gratification, and more operativeconsumption of resources, while the trial is increased rivalry for the period of health care professionals. The forthcoming field of clinical education among students in communication sciences and conditions may mirror this method in the time yet to come. Furthermore, fluctuations in the health care industry and social demographics have affected clinical instruction across health care professions due to such features as an augmentedclaim for health care practitioners, an amplified number of health care expertsprobable to retire in the near future, enlargeddifficulty of patient care resultant in greater demands being positioned on prevailing health care professionals, amplified cost-cutting actions in health care resulting in bigger workload demands on clinical staff as well as the managers, reduced time dedicated to the clinical instruction of students, and increased figures of students in flowinginto education programs in order to meet human resource demands. These influences have all overloadedprevailing clinical practice education properties and assets (Whittington, 2003). This is ensuring innovations in clinical learning and inter-professional collaborations (new ways to work together, helped by an amplified use of technology like web-based learning/e-health practices, support programs and preceptor development, financing programs for clinical learning, along with the founding of networks to promote the exchange, synthesis, and morally sound application of knowledge. PEIF of the British Columbia Academic Health Council (BCAHC) and the Inter-professional Professionalism Measurement Group (IPPMG) program synchronized by the American Physical Therapy Association are two such proposals that address inter-professional training. The PEIF was created to maintain projects meant to improve quality, capacity, and administration of clinical learning, which includes inter-professional learning for students registered in health care education programs in British Columbia. Till today, $6 million has been dedicated to sustain practice education innovations in community, clinical, and simulated settings. Projects originating from this plan range from dispersed education, fresh practice learning models, rural and remote placements, simulation, preceptor education, and infrastructure development Hence, it can be concluded that inter-professional education is crucial for perfecting the service being provided. No occupation in the world is truly capable of delivering complete service all on its own, hence it is important to combine the expertise of many specialists in order to ensure that the needs of the people using our service is truly met. An ability to work in direct contact with other professional is an ability that many medical care centres look for in their practitioners. Those who can interact successfully with the other professionals are looked upon as more capable of providing service in the health, social work and social care arena. Therefore, the importance of collaborative working cannot be stressed enough. REFERENCES: Armitage, H & Bywater, H. (2005) Report of the Forging Ahead Creating an Inter-professional Workforce Programme Forums, Retrieved December 7, 2011 from www.caipe.org.uk Barr, H. (2005). Inter-professional education. Today, yesterday and tomorrow. A review. UK Centre for the Advancement of Inter-professional Education. Oxford, UK: Blackwell Publishing Ltd. Centre for Advancement in Inter-professional Education (CAIPE 2002) Inter-professional education – a definition. Retrieved December 7, 2011 from http://www.caipe.org.uk/ Department of Health (2000).A Health Service for all the talents: developing the NHS workforce. London: Department of Health Lamb, B., Hughes, L. & Marsh, T. (2006).Key Messages from the Creating an Interprofessional Workforce Programme Consultation Event.Retrieved December 7, 2011 fromwww.caipe.org.uk Hughes, L. & Lamb, B. (2007).The Report of the Creating and Inter-professional Workforce Programme Working Groups. Retrieved December 7, 2011 from www.caipe.org.uk Oandasan, I., Reeves, S. (2005) Key Elements for Inter-professional Education. Part I: The learner, the educator and the learning context.[Electronic version]. Journal of Inter-professional Care, 19:2, 21-38 Whittington, C (2003). Collaboration and Partnership in Context. London: Jessica Kingsley p34-56. Read More