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Diploma – Health and Social Care for Level 3 Diploma
 

Diploma – Health and Social Care for Level 3 Diploma

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Take a look at this PowerPoint from the Health and Social care Level 3 Diploma Training Resource Pack....

Take a look at this PowerPoint from the Health and Social care Level 3 Diploma Training Resource Pack.

This PowerPoint looks at Unit SHC32 – Engage in personal development in health and social care or children’s and young people’s settings.

The learning outcomes for the unit are:

1. Understand what is required for competence in own work role
2. Be able to reflect on practice
3. Be able to evaluate own performance
4. Be able to agree a personal development plan
5. Be able to use learning opportunities and reflective practice to contribute to personal development

To find out more about our Health and Social Care Level 3 Diploma resources, or for more free sample material visit us at http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HealthAndSocialCare/S_NVQ/Level3WorkBasedLearningHealthandSocialCare/Try/Try.aspx

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    Diploma – Health and Social Care for Level 3 Diploma Diploma – Health and Social Care for Level 3 Diploma Presentation Transcript

    • Developing Your Knowledge and Practice Unit SHC32 Involve me and I understand Development is always self-development Making learning your priority and everything else will be a spin-off Experience is the greatest teacher You are what you learn
    • Learning Outcomes
      • Understand what is required for competence in own work role
      • Be able to reflect on practice
      • Be able to evaluate own performance
      • Be able to agree a personal development plan
      • Be able to use learning opportunities and reflective practice to contribute to personal development
    • CPD
        • Continuing
        • Professional
        • Development
    • Personality types – self-developers (source: Peter Honey Publications)
        • Put themselves first
        • Strive to improve their performance
        • Prepare themselves in anticipation of changes
        • Deliberately seek out opportunities to develop
        • Get learning mileage out of planned and unplanned experiences
        • Assess their own needs and set their own learning opportunities
        • Assess their own progress
        • Experiment and try new things
        • Review experiences
        • Draw conclusions
        • Plan to implement what they have learned
        • Tolerate short-term discomfort in the interests of long-term gains
    • Learning Styles
        • Activist
        • Reflector
        • Theorist
        • Pragmatist
      • Duties
        • To provide personal care
      • Responsibilities
        • To maintain dignity
      • Standards
        • NMS Standard 10 Privacy and Dignity
    • The Reflective Cycle (Gibbs 1988) Description What happened? Feelings What were you thinking and feeling? Analysis What sense can you make of the situation Evaluation What was good and bad about the experience? Action plan If it arose again, what would you do? Conclusion What else could you have done?
    • Reflective account
        • Did it challenge your assumptions. Did you get further feedback?
        • How did the learning take place, and did you record it?
        • How your practice has changed by your learning?
        • What was the activity?
    • Feedback…
        • should be both positive and negative
        • can come from anyone around you, including the individual in your care
        • should be used to improve your practice.
    • Using evaluation to improve practice Constructive feedback Reflective practice Improved practice
    • What opportunities are there to learn?
        • Induction
        • Supervision
        • Shadowing
        • Coaching
        • Mentoring
        • Instructing
        • Team meetings
        • In-house training
        • Counselling
        • Questioning
        • External courses
        • Projects
    • What methods are there for keeping your skills up to date?
        • Reading
        • Observations
        • Personal reflection
    • What is supervision / appraisal?
        • Monitoring standards
        • Sharing practice ideas
        • Sharing concerns
        • Two-way process
        • Developing a learning plan
        • Setting a time frame to meet goals
    • Developing strengths
        • Interpersonal strengths
        • Knowledge-based strengths