Updating Knowledge Through Courses, Workshops, and Certifications - A Latest Updates by RAH
Professional development can be described as the ongoing process of learning and developing skills, knowledge, and other competencies that support a professional in a given role. As applied to the National Health Service (NHS), it refers to participation in practice-related activities and educational experiences aimed at delivering the best possible care for patients. This encompasses an informal approach to training, including learning from experience, enlisting the services of a tutor, reflective learning, and practical experience.
The healthcare field is rapidly evolving, with new medical technologies, care delivery models, and changing patient characteristics, requiring lifelong learning. For instance, NHS personnel are expected to update themselves on best practices through courses, workshops, and certifications in accordance with the General Medical Council (GMC) or Nursing and Midwifery Council (NMC). Professional development also fosters critical thinking, adaptability, and ethical practice. Sustainable learning, a core competency of the NHS, enables professionals to evaluate their actions and assess the advantages and drawbacks of their work. This process enhances both personal and professional growth, reflecting a core NHS value of continuous learning. Students exploring professional development concepts in healthcare can access Assignment Help in UK for expert guidance, academic support, and structured learning resources.
5 Years | MPhil
Continuous professional development is crucial in the NHS; however, the staff could face some issues like time scarcity, resource lack, or others related to the organization. Nevertheless, these barriers have to be addressed through such tactics and mechanisms.
The first obstacle is probably the heavy load of work and little time to spend on training. This can be resolved by ensuring that time is set aside for the employee's professional development. For instance, the NHS can set up protected learning time that allows workers to go for training sessions without compromising service delivery. Temporary staff can also be used through a rotational staffing or backfilling technique to keep the current service going (Al-Bashaireh et al., 2012).
Due to financial constraints, one may not afford certain courses or certifications. To counter this, the NHS can offer access to cheap or even free e-learning and webinars, as well as internal training sessions. Moreover, developing cooperation with educational establishments can lead to the formation of opportunities for subsidized education (Sánchez-Polo et al., 2019).
One of the biggest challenges to successful growth is organizational resistance or lack of emphasis. Leaders within the NHS should foster a commitment to the pro-cept of constant change improvement. This includes matters such as operational performance reviews, implementing employee mentoring, and after that may be through promotions or other incentives.
The latent knowledge that stems from unawareness or lack of confidence can prevent people from actively seeking opportunities to advance in their careers. Supervisors may provide direct coaching and facilitate individual training programs so that the employees can understand what the strong and weak aspects are. They can also give encouragement and help learn from others with the same problem in peer support groups (Pharmaceutical Journal, 2021).
The continuous development, in the NHS, enables the professionals to get information from a number of sources to equip them in handling new innovations in the field of health since the field is bound to change with time. Not only do these sources benefit a professional’s clinical knowledge, but also, and perhaps just as importantly, these sources can facilitate self-development and advancement in one’s career.
Like any other college or university today, the NHS provides several accredited courses, certifications, and degree programs. Such programs include clinical internships, leadership programs, and higher qualifications such as nurse training, doctorate, and master’s degrees in nursing, medicine, and management. NHS Education for Scotland and Health Education England offer programs that are recovery negative, meaning that organized learning opportunities exist to correlate with the career stage (Munyaneza et al., 2024).
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The NHS Learning Hub and other e-learning resources available enable learners to pursue an assortment of clinical skills, leadership, and soft skills courses. These platforms created opportunities for the professionals to take training flexibly and remotely complementing it with the work processes.
NHS has strong professional development programs, particularly a mentorship program that enhances staff careers within the healthcare service. A senior workforce can help others within the organization who are less knowledgeable in certain areas individually or offer group formation training. Another of the strengths of collaboration is peer learning groups where people share knowledge and exchange their experiences (Willie, 2023).
Education is also promoted when the NHS staff gets out to attend professional conferences seminars and or workshops which enhances the chance to listen to experts, get an opportunity to appreciate different opinions, and be acquainted with current developments, research findings, practices, and technologies. These events offer connections that may be taken further and offer other development chances.
Reflective practice and clinical supervision are performed to evaluate one’s performance, to recognize weaknesses and strengths, and to give opportunities to receive comments from supervisors and other colleagues from the health care team. This is deliberate to create consistent personal as well as professional development (Keshmiri et al., 2022).
In the England NHS, there are several factors that one should consider when choosing the opportunities and activities that should be taken to support the updating of knowledge and practice. Firstly, the specificity of the role is critical; the chosen development activity should be directly related to the person’s existing or potential position, which is to be filled using the lack of knowledge or a particular skill. For instance, a nurse can opt for new technologies in patient care while a manager can opt for leadership enhancement programs. Another key component is the use of evidence-based content to ensure that contents used in the training process include the results of recent research, guidelines, and best practices regarding the industry of healthcare. However, accessibility should not be overlooked and relates to the circumstances of time, place, and costs (Atmani & Madrane, 2023). The NHS professionals may have packed schedules; hence, self-paced courses are offered through the Internet or carried out in-house and do not interrupt the working day. Having organizational support is another criterion; employers should support participation in such professional development by providing funding, protected learning time, and incentives for career progression. Last but not least, it is important to select the type of learning format that is desirable by the caste of the individual and in a desire by the method type of self-paced e-learning, hands-on workshops, and learning from peers (Nicholls, 2019).
Below are three well-known models: Gibbs’ Reflective Cycle, Schön’s Reflection in Action and Reflection on Action, and Kolb’s Experiential Learning Cycle.
The relatively perceptible factor is that Gibbs’ model is frequently used in healthcare and education. It consists of six stages: The acronym that recaps the approach followed in the assignments include the following: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. It is in this way that the process of coding suggests that the person describes the event, generates feelings about the event, makes a judgment about the event, makes an analysis of the event, makes conclusions about the event, and makes a plan about an event. The model itself is essential, linear, and fairly easy to use therefore it is very basic for the learner. Some critics do not consider it adequate for deep reflective learning since it’s a linear application (Hashim et al., 2023).
It was Donald Schön who used the terms of Reflection-in-Action and Reflection-on-Action. Reflection-on-Practice takes place as part of the process of the activity when professionals review their actions and modify them if necessary. Of note III, Reflection-on-Action takes place after the event and provides a better approach to learning from the situation. This model is suitable in environments highly unpredictable like the health care setting where decisions are made as swiftly as possible. Nevertheless, it demands of the practitioners the capacity to reflect while practicing and this can be a problem for some (Iqbal, 2017).
Kolb’s model focuses on learning through experience and involves four stages: A Concrete Experience, observing from a Reflective Perspective, forming Abstract Constructs, and acting from an active Point of View. The model therefore focuses on the situation to experience and think or contemplate the event, come up with new theories of handling a situation, and then implement the new theories. Kolb’s model is particularly helpful to the people practicing in the fields who wish to apply the results of reflective while added thinking. But they can at times be more nuanced, not easy to comprehend at the surface level of thinking, and rather profound (Akella, 2010).
To advance my performance in the NHS, I would incorporate reflective practice to monitor my advancement of clinical competencies, problem-solving abilities, and patient care delivery consistently. To apply a theoretical framework, I would choose Gibbs’ Reflective Cycle: The first step is a Description of a clinical situation that may have occurred one day, for instance, a patient encounter or procedure. When quantitatively describing the comprehensive record of my correspondence with the patient, I would confine myself to horn in on such observable activities and how the patient reacted to them: The systematic record of activities undertaken by me in performing my role; The patient’s reaction to the respective activity; Other difficulties encountered in this activity. Thirdly, I would think of Feelings about the particular situation, thus, thinking of how I felt while implementing the knowledge. It is helpful to know what stress or anxiety looks like and to know how it influences decision-making and interactions. You would assess then what was done right and what needs improvement in the Evaluation stage. For example, if there was a robust patient behavioural encounter, then the best-devised behaviour set would be identified out of which all the elements are being acted out successfully so that weaker business communication, time management, etc. could be spotted. During the Analysis stage, I would investigate why I made certain choices and would consider what clinical experience and empirical studies say on this subject. For instance, I can state that I might find or look for another way of treating a patient or think if I have implemented the proper procedures. In the Conclusion phase, one would give the research study conclusion concerning the aforementioned lessons that one could have learned and those lessons that could be applied in the future, such as enhancing communication with the patient and revealing emotionally challenging information to them. The Action Plan would lastly contain realistic goals, which are cardinal to develop the field of weakness during students’ future practice, e.g., attending the communication skills workshops, seeking feedback from mentors, etc (Ronnie, 2016).
I believe that I have improved my reflective practice as is apparent from my capability to note the deficiencies and then make efforts to correct them. Applying a framework such as Gibbs, I can analyze the experiences in clinical practice in terms of action and emotions. It means that I can get useful experience more frequently and thus, improve the decisions made regarding patients. Still, there are situations when real-time reflection as inspired by Schön’ is more effective because there is a constant possibility for reflection-in-action. In conclusion, I believe that applying regular reflection has been productive in personal development, and consequently, there has been improvement in the performance of the NHS (Healy & Murphy, 2023).
References
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