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- CPD for Registrants
Reflection is the cornerstone of the CPD cycle as reflective practice is one of the defining characteristics of professional practice for health and social care practitioners.
Reflective practice, in the context of CPD, refers to the registrant engaging in analysis following a learning activity to gain greater insight into oneself and/ or one’s own practice. Reflection is placed at the centre of the cycle as it utilised in each of the other sections: review, plan, implement and demonstrate.
In stage 1, registrants conduct a self-review of their own practice using reflection to identify learning needs and outcomes. In planning their CPD activities, registrants again reflect to identify suitable learning activities but also to prioritise their learning needs and to set a timeframe. Within section 3: implement, registrants are often reflecting on their work practice as part of their unplanned learning activities and in stage 4, 8 reflective reports are required as supporting evidence for learning activities completed.
- There are many useful questions you can ask yourself to encourage and support reflective practice:
- What new knowledge, skills or insight did I gain from this activity?
- Did the learning activity address the need it was designed to?
- Has my practice changed as a result of the learning activity? In what way/why not?
- Are there benefits for my service users following this activity? What are they/why not?
- Has this activity highlighted further areas for development?
Reflection on CPD activities aims to increase the learning gained from the activity. The questions are designed to encourage the registrants to identify the learning gained, the impact on their practice and to possibly identify further learning needs. It is valid to include reflections on learning activities that resulted in a negative outcome.
If the negative outcome was due to the learning activity not addressing a learning need, it may be useful to consider how the learning need may be addressed by a future learning activity. If the negative outcome was due to barriers to implementation, it may be useful for the registrant to explore this further to prevent this happening again in the future.
If called for audit, a registrant’s portfolio would need to include 8 reflective practice reports relating to 8 different learning activities. This has been deemed sufficient to demonstrate a continued engagement with the process of reflection.