CONCEPT OF INTERPROFESSIONAL WORKING – REFLECTIVE ACCOUNT o Summative Assessment The assessment for this module is a reflective account of (‘your experience’) of working in an interprofessional learning set (please see Appendix 1). You need to utilise Gibbs reflective model. You should focus on your learning around one or more of the following areas and relate your learning set experience to what you have seen in clinical practice, applying relevant theory: Teamworking and Team Roles Involvement of Service users Leadership styles Communication Professionalism You need to use peer reviewed evidence from the literature to support your learning experience within the learning set. You will need to think about how issues from the research literature can be translated into your experience within the learning set e.g. managing difficulty situations, communication issues. The 3000 reflection should be informed by evidence, theory, policy, and legislation. Students may include examples from practice. For example you may say why we have to work in teams by referring to policy guidance, evidence from the literature to explain why teams work and or are ineffective, use a theory to explain your feelings and or reaction to a given situation within the learning set. You need to utilise Gibbs reflective model. Use the template shown below to help structure your reflective account. It has been adapted from Peter Lia: Learning Support Tutor: Disability Advisory Service: KCL (https://www.kcl.ac.uk/campuslife/ services/disability/onlineresources/StudyGuides/Using-Gibbs-Reflective-Cycle-inCoursework.pdf) The aim of using the model is to • facilitate new and or different approaches to clinical practice • enhance awareness of yourself e.g. your own strengths and weaknesses, • link theory to practice by enabling you to link your observations within the learning set and clinical knowledge to research evidence. Assignment guidance 1 - The submitted work should: Show evidence of an understanding of the importance of interprofessional working within health and social care using supporting literature. Utilise Gibbs Reflective model. Use the template shown below to help structure your reflective account. Discuss experience of interprofesisonal learning within the learning set. You could focus on what you have learned about teams, for example, managing conflict, team development, roles, and responsibilities. There is no right and or wrong answer in relation to reflection but you should address the components of the essay as outlined in the guidance. Present a reflection which is clear, logical and sequential Use correct referencing style using Harvard style Be free of spelling and grammatical errors You must maintain confidentiality at all times and not refer to individual trusts, service users and or professionals. 2- Template to use Gibbs Model Description Using specific and relevant detail, give a concise description of your experience of the learning set (i.e. what you are reflecting on). This part is not analytical, it is descriptive, it describes an experience Feelings Answer any of the following questions that you think are relevant to the experience: • How did you feel and what did you think prior to the experience? How did you feel and what did you think during the experience? How did you react during the experience? How did you feel and what did you think after the experience? Evaluation Answer any of the following questions that you think are relevant to the experience: What went well during the experience (what worked)? What went badly during the experience (what didn’t work)? How did the experience end? Was the experience complete (was there a resolution) or incomplete? Analysis This part is analytical, it does not describe, it tries to explain the causes and consequences of things that happened. Consider the following Reconsider the things that went badly and write why you think they went badly (causes of action). Reconsider the things that went badly and write what you think this lead to (consequences of action). Think about what could have been done to have avoided these negative consequences. Reconsider the things that went well and write why you think they went well (causes of action). Reconsider the things that went well and write what you think this lead to (consequences of action). Think about how this positive action could have been further improved. Think about your contribution to the experience and say how useful it was and why it was useful (did a previous experience help you? can you compare it to a previous experience?). If you were unable to contribute to the experience say why. Think about other people present during the experience and try to assess whether their reactions were similar or different to yours. Try to say why they were the same or different. Conclusion This part sums up what you learnt from the experience. Reconsider the experience and answer any of the following questions that you think are relevant: What should or could I have done differently? What stopped me from doing this? What did I learn about myself during the experience (positive and/or negative)? What did I learn about my current knowledge or level of practice (strengths and weaknesses)? Did the experience achieve any of my learning goals or meet any of my required competencies? Action Plan Answer any of the following questions that you think are relevant to making a plan. This part is not analytical. What do I need to do in order to be better prepared to face this experience in future? What are the priority areas that need to be developed? What specific steps do I need to take in order to achieve these improvements? o The assessment marking criteria File 22KB 1. Core Reading 6 items 1. Interpersonal relationships: professional communication skills for nurses - Elizabeth Arnold, Kathleen Underman Boggs 20150323242812,9780323242813 Book Core 2. Communication in healthcare - Karen Bryan c20093039111221,9783039111220 Book Core Preview 3. Beginning reflective practice - Melanie Jasper 2013 Book Core Online Resource 4. Developing reflective practice: a guide for students and practitioners of health and social care - Natius Oelofsen c2012 Book Core Online Resource 5. Communication in healthcare settings: policy, participation and new technologies - A. Pilnick, Jon Hindmarsh, Virginia Teas Gill 2010 Book Core Online Resource 6. Understanding interprofessional working in health and social care: theory and practice - Katherine Pollard, Judith Thomas, Margaret Miers 2010023021679X,9780230216792 Book Core 2. Optional Reading 14 items 1. Understanding the Health Communication Process: Advancing the Research Agenda to Improve Health Care Interactions and Patient Care - S. C. Baker, B. M. Watson 01/12/2015 Article Optional Online Resource 2. Reflective practice: writing and professional development - Gillie Bolton 20141446282341,144628235X,9781446282342,9781446282359 Book Optional 3. CAIPE | Home Website Optional Online Resource 4. Developing the knowledge base about carers and personalisation: contributions made by an exploration of carers' perspectives on personal budgets and the carer-service user relationship - Mary Larkin 01/2015 Article Optional Online Resource 5. Interprofessional Education to Support Collaborative Practice: An Interdisciplinary Approach. â�º Research Explorer - L S Lewitt, B Cross, L Sheward, P Beirne 2015 Document Optional Online Resource Read status Add note 6. Importance of workplace knowledge and graduate resilience - Dunphy, JL 2014 Article Optional Online Resource 7. Patient participation in clinical encounters: a systematic review to identify self-report measures - Brian Mavis, Margaret Holmes Rovner, Sarah Jorgenson, John Coffey 12/2015 Article Optional Online Resource 8. Resilience in the Health Professions: A review of recent literature - Clare M McCann 2013 Article Optional Online Resource 9. Patient and public involvement: how much do we spend and what are the benefits? - Elena Pizzo, Cathal Doyle, Rachel Matthews, James Barlow 12/2015 Article Optional Online Resource 10. Interprofessional teamwork for health and social care - Scott Reeves 2010 Book Optional Online Resource 11. Student learning in interprofessional practice-based environments: what does theory say? - Chris Roberts, Koshila Kumar 12/2015 Article Optional Online Resource 12. Resilience of health-care workers in the UK; a cross-sectional survey - Andeep Sull, Nicholas Harland, Andrew Moore 12/2015 Article Optional Online Resource 13. Interprofessional collaboration in primary health care: a review of facilitators and barriers perceived by involved actors - I. Supper, O. Catala, M. Lustman, C. Chemla 18/12/2014 Article Optional Online Resource 14. Values-based interprofessional collaborative practice: working together in health care - Jill Thistlethwaite 20121107636167,9781107636163 Book Optional Preview 3. Other Learning Resources 3 items 1. CAIPE | News â�º Liberating the NHS: Developing the Healthcare Workforce - From Design to Delivery Webpage Optional Online Resource Read status Add note 2. NHS Constitution for England 2012 Book Optional Read status Add note 3. Health Education England mandate: April 2015 to March 2016 2015 Book Optional