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My learning and developments in my roles as a Learning Disability…
My learning and developments
in my roles as a Learning
Disability Occupational Therapist (LDOT)
Facilitator
Communication in Practice
(SHGM107)
Expressive
Interactive model
Reflective-dialogue now scheduled at beginning of posture clinic & posture management teaching session
Engages support staff in discussing their experience
Collaborating to create meaning
Recap at end of session in evaluation to elicit their new understanding
Also using as opportunity for feedback
Linear model
linear model of communication to deliver information on the theory of posture management
Has been also applicable in provide powerpoint presentations on the Care Aims Intended Outcomes Framework as new approach to service-delivery
Transactional model
Using these observations:
to be confident in challenging practices
to be assertive or surfacing assumptions
Using OT observational skills to gauge student / support staff's level of attention & understanding
Adjusting activity level to be more dynamic to maintain engagement
Or slowing down to recap on topic if seeming unsure
Receptive
Verbal
Using intonation
to maintain attention
Offering in English or Welsh
Not assuming understanding of jargon and abbreviations
Non-verbal
Physical demonstrations
Anatomical illustrations
Creative PowerPoint slides
SYPD (SHGM90)
Philosophical
Approach
Active, andragogic approach to facilitating others' learning and professional development
Now also a trainer in teaching Malcomess' (2023) Care Aims Intended Outcome Framework to the service
Delivering WBL to support staff on posture management (PM)
Building on their experience with our clients through PM theory
Fieldwork Educator to
OT students
Some pedagogical approach to introduce students to theory
Balancing this with encouraging self-directed learning
on LD topics
Featuring reflective discussion and problem-based learning
in weekly LDOT meeting
Teaching and Learning
(SHGM97)
Supporting new responsibility of teaching posture management (PM) theory to support staff
Since this module, new project of teaching Malcomess' (2023) Care Aims Intended Outcome Framework to the service
Theories of facilitation and teaching
Socio-constructivist approach
to teaching activities
Eliciting questions from learners per Vygotsky's (1978) scaffolding theory in the Zones of Proximal Development
Though mainly andragogic approach
Some opportunity for Pedagogical philosophy to my teaching (Dewey, 1933)
Passive, didactic
Used to reinforce procedural skills in Posture Management during simulation-based learning of how to use positioning equipment
Consideration of colleagues learning preferences to receive information
I am now able to design multi-modal sessions per the visual-aural-read/write-kinaesthetic styles (Fleming & Mills, 1992)
teaching theory:
Read-write
powerpoint slides,
handouts
Introducing new approach to practice:
Visual
Mindmaps & flowcharts as memory aids to follow
Exercise reflective skills:
Auditory
Asking reflective prompts,
actively listening to responses
Practicing manual handling / posture management competency:
Kinaesthetic
first demonstrating then
pair-work to transfer / position
Delivering
constructive feedback
Overcoming my nervousness and hesistance by:
Working together to agreeing actions for them to improve upon
delivering with the perspective of being positive (appreciative inquiry)
Now understanding the
educational value
Now viewing this as key part of the facilitative approach
Clinical Supervision
(SHGM44)
Opportunities for teaching in
Clinical Supervision
Proctor's (1988) functional model, specifically the formative aspect:
Formative
Learning outcomes around knowledge, skills and reflective capacity
Using clinical supervision as space to facilitate students' learning
Through reflective discussion and feedback for the student to create meaning from their learning
Work-based
Learner
Starting your
Professional Development
(SHGM90)
Using Work-based learning (WBL) Philosophy
Collaborating
Academic Supervision
Initiated Supervisory Relationship
Agreeing on my Learning Contract
Monthly Action Learning Sets
First experience of this forum
Now established a weekly
meeting with OTs for case studies and reflective discussions
Independently
Employed andragogic approach through
self-directed learning (SDL)
(Knowles, 1970)
Learning Contract
Tailoring my WBL as an Occupational Therapist (OT) in a Community Learning Disabilities Team (CLDT)
Setting additional learning outcomes
Fulfilling my Continuing Professional Development (CPD) portfolio
Evidencing progression along the Career Development Framework
(Royal College of Occupational Therapists, 2021)
Supported promotion to Band 7 during the programme
Self-assessment
Introduced to Strengths-Weakness-Opportunities-Threats (SWOT) Analysis as an alternative form of academic writing in MSc
Using SWOT in practice for a solution-focused approach to planning my professional development
Identified a strength as learning through reading and writing
Assumed that learning preference is read-write
Criticality
Advancing my critical reading, thinking and writing
Two evidences were essays
Module feedback on my critical writing commented that not complicate sentence structure
Report writing is now concise, emphasising occupational needs and clinical recommendations
Literature searches which support AND argue
Developing my critical analysis of journals and textbooks
Continued by setting up a Journal Club in our team meetings
Emphasising value of evidence-based practice
Communication
in Practice (SHGM107)
Linear model
(Shannon & Weaver, 1949)
Emphasis on myself as
the one speaker
(Shannon & Weaver, 1949)
New digital skills gained by learning mind-map formatting
First use of mind-map format
as portfolio evidence
Communicating my learning critically and thematically
Used as example of inclusive communication through visual illustration of information and themes
This worked on last module's feedback that sentence structure was lengthy
First reflection as an evidence
Reflective practice of communication in a complex scenario
Learning reflexivity to consider my influence on the situation
Recognising where models of communication will support me in future
First opportunity I had
to self-select a module
Motivated to tailor my learning towards inclusive communication in LDOT
Language
Jargon terminology and abbreviations as a barrier
Module feedback warning against overusing abbreviations
Interactive Model
(Schramm, 1954)
Introducing roles of encoder AND decoder
Opportunity to receive feedback
From Academic Supervisor regarding draft work
Teaching and Learning
in Practice
(SHGM97)
Learning Styles
Now understanding my learning style is experiential, learning by doing
Kolb's (1984) learning cycle is
the foundational inventory
Cycle of learning by doing, reflecting, understanding and applying
Built on Dewey's (1933) view of learning from reflecting on experiences
Identifying as Reflector per Honey and Mumford (1982) which is based on Kolb's (1984) theory
Suited to my reflexive nature
Kinaesthetic rather than the initially assumed read-write
(Fleming & Mills, 1992)
Learning procedure in practical tasks like manual handling and posture management
Using sensory-cognitive functions per the aim of LDOT
The value of Constructive Feedback
I am now more receptive to actioning and growing from constructive feedback
Previously perceived as scruitiny
Now understood to be as comments for improvement / opportunity for learning
Theories
Socio-constructivism
(Vygotsky, XXXX)
Peer-assisted learning
Problem-solving with OT team through reflective case discussion
Inspired from others' experience
Collaborative learning with another discipline
on complex cases
Collaborating with Physiotherapist viewed as Most Knowledge Other (MKO) in mobility and postural referrals
Community Nurse as MKO to collaborate on behavioural cases
Connectivism (XXXX)
Digitalisation of learning and working
Attending ALS and
Supervision virtually
Ensured I could attend
more consistently
Eliminated travel, time-effective
OT Team meetings now
mostly remote
Cognitive-constructivism
(XXXX)
Building on my experience to deepen my understanding
Emphasises my responsibility
to meeting my personal learning needs
Aligned with the programme's andragogical approach
Role
Facilitator as viewed under the Humanist approach
Most Knowledgeable Other per Socio-constructivist approach
Clinical Supervision
(SHGM44)
My role and responsibilities
as Supervisee
To drive supervision with my learning needs and outcomes
Transferring the principles of clinical supervision to my experience of academic supervision
Model to maximise
its learning potential
Now viewing supervision as a space for learning
Per Proctor's (1988)
formative function of supervision
Helps me refine skills through reflective discussion with supervisor
Now combining Knowles' (2020) SDL and strengths-based approach to my learning
This has upskilled my academic approach to fulfilling my academic portfolio
Forum
Using Academic Supervision to build on my approach to learning contract and portfolio
ALS as group supervision
to discuss our learning journeys
Practitioner
Starting your
Professional Development
(SHGM90)
Reflexivity
Using models to combine critical and reflective thinking
Advancing from reflection on action to also using Schön's (1983) reflection before and during action
Before: more attentive and effective in planning treatment
During: improved accuracy in my record keeping and case formulation
Using Gibbs’ Reflective Cycle (1988) as it includes the 'Feelings' stage
to explore the influence
of my emotional response
Now cautious of not confusing feelings for facts
Increased awareness of the impact of my role
Advancing implementation of the Therapeutic use of self
for rapport
Accountability
Mindful to the presence of confirmation bias
Professional Identity
Directing my learning journey based on reflecting on my values
Using WBL philosophy
to fulfil OT ethos
Using appreciative inquiry to be strengths-based
Being solution-focused when problem-solving
Using SWOT analysis in reports to explain the impact (weaknesses and threats) of equipment not funded
Evidence-based practice from literature searches
Increased criticality in my clinical decision-making
Committing resources and input more prudently
Formulating goals and treatment plans from more critical information gathering
Embracing risks with critical approach, not a fear-based response
Balance sheets in best interest
decision making
Communication in Practice
(SHGM107)
Effective
communication
my approach now underpinned
by models of communication
Which: Transactional model
(Barlund, 1970)
What: Verbal and visual codes concurringly in the encoder, de-coder and interpreter roles (Barnlund, 1970)
How: Used in Intensive Interaction where I mirror an individual's physical expression
How: Used through Proxemics by using space strategically to de-escalate within Positive Behaviour Management when aggression is communicative
How: Using visual resources and physicality to engage in Augmentative and Alternative Communication (AAC)
How: Adjusting to clients' pre-intentional communication
How: In Sensory Stories where I use sensory stimuli and haptics to follow a narrative
Which: Interactive model
(Schramm, 1954)
What: Building on the liner model by introducing
the de-coder and interpreter roles (Schramm, 1954).
How: Conducive to Narrative clinical reasoning by helping me interpret information to formulate treatment goals and plans
How: Used in information gathering through initial interviewing or collaborative history
How: Used in Active Listening to receive and formulate
Which: Liner model
(Shannon & Weaver, 1949)
What: Environmental influencers of surrounding distractions
How: Aligning with OT theory of the impact of environment on a person and their occupations
How: Upskilled me to implement reasonable adjustments to stop distractions affecting the effectiveness of relaying my message
Interactive reasoning: Connecting communication with clinical reasoning
Expressing my professional identity
This has enabled me to convey the impact of my input more clearly
Inducing others' confidence in my professional identity
Clinical Supervision
(SHGM44)
Supervision's impact
on my emotional response
to practice
Using the problem-oriented model to discuss
my aversion to risk
Using supervision sessions as a space to reinforce the principles of being:
Strengths-based
Using these principles through appreciative inquiry and person-centredness
Increased emotional readiness to not fear risks
Practice now proactive in positive-risk taking
Solutions-focused
Using the Resilience-based clinical supervision model
I have arranged a group supervision for colleague band 7 practitioners of the MDT
Aim is to discuss emotional and morale influences on our professional relationships
Subsequently I am...
More open to discussing my level of resilience
Now tolerating negative capability to deal with uncertainty about my commonly misunderstood role
Transferring this module's learning as a supervisee discussing practice
Teaching and Learning
(SHGM97)
Using Constructive Feedback within the evaluation stage of the OT process
Through using a
behaviourist approach
Constructive feedback to adjust how support workers are conducting postural management recommendations
Positive reinforcement of good implementation demonstrated in simulation
Module chosen as new educational duty within
my posture management practice
Now my posture practice is underpinned by teaching approaches
Practice now offers sessions to educate support workers on theory of posture management
Humanist
approach
Most aligned with OT ethos
of holism
Shown in my meeting physical needs and psychological safety to engage
Clinical
Supervisor
Clinical Supervision
(SHGM44)
Roles
Supervisee's
responsibilities
My expectations of the supervisee's role is now:
to self-reflect to lead the aims and agenda of supervision with their reflections
to practice self-efficacy, not being dependent on supervisor
to self-supervise and seek peer supervision
I now feel more
assured to delegate responsibilities
This empowers the supervisee and focuses on their development
My supervisory role
Establishing a productive and supportive supervisory relationship
The style of my supervisory role overall aligns with Compassionate leadership
My understanding of a supportive, compassionate supervisor has changed to:
Some assertiveness and boundaries to maintain effective use of supervision time
Guiding the supervisee to drawing and deciding own solutions rather than giving answers and advice
Actively listen and guide their reflective thinking
Module selected due to new role during studies of becoming a clinical supervisor to a Band 6
Now supervising mix of Band 5 & 6 since recent merge with neighbouring team
Routine 1:1 supervision
I structure this per Proctor's (1988) functional model
Aim towards both personal and professional development
Restorative function to protect space for self-development
Applied in 1:1 in-person supervision to best focus on supervisory relationship
To build confidence to assert professional identity and boundaries of the Band 6's new specialist role
Normative and formative
functions to approach professional development
Normative
2 more items...
Formative
1 more item...
Group supervision now established between the neighbouring teams
I facilitate this group using the Resilience-based clinical supervision
Aim to build emotional readiness for the LDOT specialism
Prioritising personal development on which to build professional skills upon
Peer supervision encouraged between the juniors
Teaching and Learning
(SHGM97)
Facilitative approach
Use of Constructive Feedback
Actively listening in order to formulate constructive feedback
Understood to be intended to refine the supervisee’s accomplishment of competencies
Humanism approach to induce psychological safety to share and grow
Viewing Supervision as protected time for learning
Learning Style
Establishing supervisory relationship by asking their self-assessment of learning style
Ensuring following
sessions are:
driven by their learning needs
accommodating their learning style
Learning theory
Endorsing peer and group supervision forums per Vygotsky's (1978) peer-assisted learning
Facilitating as Most Knowledgeable Other
in my role as Supervisor
SYPD
(SHGM90)
Implementing theory of Reflexivity
Guiding Reflective dialogue in
Group Supervision
Facilitating 1:1 supervisee's
self-reflection
Contracting supervisory relationship similarly to a learning contract
I have measured whether the intended learning outcomes and agreed responsibilities are met effectively
This has increased the effectiveness of aims and expectations being met
Utilising SWOT analysis
in supervision sessions
Coaching supervisees through SWOT format when discussing their training needs
Encouraging supervisee to conduct a SWOT analysis for solution-focused approach to a matter they raise
I am showing by example
my SDL journey
I encourage supervisees to use SDL for their own CPD portfolio
Transferring my learning of Academic Supervisory relationship's aims towards learning and development
Communication in Practice
(SHGM107)
Transactional Model has upskilled my active listening
More attentive and observant to signs of burnout
Effective in recognising and
supporting their personal development needs
Linear Model helps me to be assertive in setting expectations and boundaries within the supervisory relationship
Has ensured my supervisory role is not confused as counsellor
Interactive Model has enabled the supervisory relationship to be reciprocal and collaborative
Also elicits supervisee's response to ensure they have understand my feedback for actioning
Particularly conducive in targeting their professional development