Continuing Professional Development Plan - Coursework Example

Refining the therapeutic relationship module and number Module Leader: Liz Hawkins CPD Plan number of the assessment Achara Chavanakunakorn Student number: 11525033 1. Learning Needs Assessment In my previous RTR reflection, I had realized that I was often more inclined to become victim rather than rescuer during my professional practice as novice practitioner (Stewart & Joines, 2012; Freud, 1912). It was an important revelation as it facilitated greater understanding of the risk and protective elements linked to my clinical practice as novice practitioner (Jackson et al., 2007). The reflective log gave considerable insight into the unexplored and unexamined areas of human psychology for improving one’s cognitive behaviour so that theoretical knowledge could be effectively applied into practice (Burnard, 1997). I was able to distinguish between the empathy with patient and sympathy that could seriously threaten the outcome of treatment or even the treatment itself. The theoretical framework of Transactional Analysis served as vital tool to analyze and evaluate one’s feelings and helped maintain patient/practitioner relations and boundaries within the broader precinct of bonding with patient. The reflective log in RTR was also an essential facilitator for analysing and evaluating different roles that one enacts as clinical practitioner. Being a ‘wounded healer’ as against a ‘rescuer’ was a revealing fact that helped me to evolve and maintain the boundaries with the patients and ethically deliver healthcare services (Lapworth & Sills, 2011). One particular case who was undergoing treatment for depression elicited sympathy which I had to withhold as it could interfere with the treatment. I had unconsciously taken over the role of wounded healer which was intended to forge healing bonds with her by understanding her situation and provoking constructive dialogues which involved proactive participation of the patients in the treatment. This was an important construct of my learning curve which encouraged me to think critically and evolve new perspectives for psychology-based treatment. Scholars believe that life challenges like sufferings and failure that adversely impact the quality of life emerge as critical factors in developing authentic healing relationships (Neff & Germer, 2012; Schmidt, 2004). I realized that sympathising with the patients could test the professional goals and objectives and compromise the basic principle of healthcare delivery as it increases the chances of becoming a victim (Early & Weiss, 2010). Developing compassion and empathy was critical to the professional practice as practitioner. As such, the key strategies for improving professional skills and evolving into more effective practitioner healer was to develop a compassionate self and use counter transference as a means of proactively involving patients in the treatment for higher patient outcome. Reflection would remain key ingredient of CPD as it facilitates in nurturing and monitoring the enhancement of competencies and self-awareness for objective personal and professional growth (Rungapadiachy, 2008). 2. Goal The major goal would be to develop empathetic attitude in my therapeutic relationships with patients, within the wider scope of the clinical practice and investigate personal aspects which hinder effective outcome of healthcare delivery. Thus having better control on my feeling so that they do not manifest in my treatment by focusing on the case and honing my skills as professional practitioner would be essential part of my CPD. Consequently, within the next six months, my endeavor would be to resolve my personal dilemmas and engage with patients as a professional practitioner who can empathetically investigate critical aspects of the cases for higher patient outcome. 3. Strategies Strategy 1: Review secondary sources in the areas of self-compassion and empathy which give important insight into the mechanisms of developing personal and professional competencies The resources would be the major linkages for improving and improvising empathetic skills and compassion that helps to build constructive therapeutic relations with the patients. The strategic approach is designed to identify effective theories on empathy and compassion that can be exploited within the clinical practice. Thus, academic libraries and internet would be explored for recent articles and books on the subject. Measurement The key measurement tools would be the reflective logbook, reflective journal, learning notes and daily practice with feedback from the patients and colleagues. Timeframe July 2014 - September 2014. Outcome 1. Increased self-compassion and empathetic attitude (Pace et al., 2009). 2. Develop broader and deeper perspectives of theories on empathy and compassion within clinical practice. 3. Better equipped to identify the best practices that can be used within therapeutic relationships with patients. 4. Develop critical thinking for testing new approaches that can improve and improvise the outcome (Wood, 2012). 5. Improved listening skills. Strategy 2: Using reflective log books and other tools for constantly assessing improvement in the empathy and self-compassion. CPD log, journal diaries and time-schedules would be major resources for the strategy. They are aimed to inform not only about the enhancement of the skills but also to give important input about the rate of improvement and identify obstacles that hinder effective delivery. Timeframe It would be an on-going practice throughout the profession as clinical practitioner. Outcome 1. Constant improvement in the healthcare delivery. 2. Learning new skills and mechanisms for effective patient outcome (Hedy et al., 2010). 3. Develop broader perspectives on the patients’ case and applying evidence-based practices. 4. Acquisition of theoretical and practical knowledge leading to greater reflexive responses, self-awareness and increased resilience (Allen & Leary, 2010; Chirema, 2007). Strategy 3: Regular meditation and yoga for improving focus and healing spirit and soul for overcoming personal traumas Self-efficacy and emotional intelligence are hugely important elements of personal growth that encourage practitioners to take on the challenges of the job with more confidence. Alternative tools like meditations and yoga help to improve concentration and self-realization and increase one’s ‘ability to recognize the meanings of emotions and their relationships and to reason and problem-solve on that basis (Mayer et al., 2000:267). The important resources would be the fortnightly private sessions on meditation and yoga techniques that would be practiced on daily basis. The resources would also include financial resources and effective time management that would not clash with my clinical practice. The development would be measured through self-assessment logs and MAAS scale (Brown & Ryan, 2003). Timeframe The private sessions on meditation and yoga would be taken for two months starting July 2014. The same would be developed into life-long practice to keep body and soul rejuvenated. Outcome 1. Develop self-efficacy for improved coping behaviour (Salanova, Grau, & Martínez, 2006). 2. Improved skills and capabilities to meet new challenges. 3. Better understanding of emotions of oneself and others leading to improved therapeutic relations with patients. Strategy 4: mentoring and peer relationship for developing network relationships for sharing knowledge and promoting reflective practices Scholars assert that mentors and peer relationships provide enabling environment of growth to practitioners in practice setting (Walsh, 2010; Carnwell et al., 2007). They are crucial facilitators of learning processes for developing skills and competencies of individuals so as to improve and improvise their performance. The major resources would be the workplace mentors, supervisors, peer group and colleagues. The increase in workplace efficiency would be measured through regular feedback forms from them which would be compared with the previous logs. Timeframe Weekly feedback would be used for initial two months starting from July 2014. Subsequently, efforts would be made to ensure that monthly feedback are used as important facilitators for regularly evaluating and improving core competencies for improved performance. Outcome 1. Forge linkages with peer groups and mentors. 2. Use of collaborative learning and reflective practices for acquisition of new knowledge based on evidence linked practices. 3. Become culturally aware and better equipped to treat patients from diverse background cutting across race, colour, culture and nationality. 4. Learn through contextual feedbacks that monitors novice practitioners’ responses in clinical settings. Strategy 5: Work on updating CPD for 2014-2015 so that environmental changes could be incorporated within the learning processes and meet contingencies and challenges with higher success This would be one of the key strategies that would enable me to keep updated with the changes within and outside the practice setting for improved performance. It would involve comprehensive assessment of previous CPD logs for evolving new goals and tailored strategies for efficient, competent and ethically delivered health outcome. Resources would also include research and reading academic books and articles, computer and internet and social networking etc. Myriad measurement techniques like feedback forms, self-assessment tools like 12 item self-compassion scale for testing self-judgment, compassion, empathy, isolation etc. (Raes et al., 2011). Timeframe Updating CPD would start from 15 July 2014 and would be completed by 15 September, 2014. Outcome 1. Assessment of 2013 CPD plans and clear identification of my weak points and strengths within practice setting. 2. Development of clear goals for 2014 - 2015 CPD plans. 3. Setting of priorities areas for 2014 for personal and professional growth. Ethical Practice Strong ethical and moral considerations are crucial factors within healthcare industry. Strict adherence to the GNC and CHNC guidelines would ensure ethically delivered care (CNHC, 2011; GNC, 2007). Patients’ confidentiality and their autonomy are essential ethical issues that promote confidence building and greater participation of patients in their treatment. Moreover, it also necessitates that reflective outputs or logs are used court of law (Ghaye, 2007). Constant endeavour would be made to ensure that strategies discussed within the paper conform to the ethical professional practices through reflection that benefit therapeutic relationships with patients. Indeed, ethical considerations within professional arena are inherently linked to quality care, patients’ satisfaction, trust, safe practices and defined professional boundaries (Beckman et al., 2012; Roger, 1980). (words: 1557) Reference Allen, A., and Leary, M., (2010). Self compassion, stress and coping. Social and Personality Social Compass. 4 (2), 107-18. Beckman, H., Wendland, M., Mooney, C., Krasner, M., Quill, T., Suchman, A., (2012). The impact of a programme of mindful communication on primary care physicians. 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