#OTalk 11th July – CPD is more than HCPC audit. How to strategically manage your Continuing Professional Development.

This weeks #Otalk is on the topic of managing CPD and will be hosted by Sarah Lawson (@SLawsonOT).

Here is what Sarah had to say…

On 19 June 2017, Deb Hearle (@HearleD) and I (@SLawsonOT) presented a World Café style (Brown et al 2005) workshop at the Royal College of Occupational Therapists (RCOT) Annual Conference #COT2017 [you can read our Abstract on p6 here: http://cotannualconference.org.uk/wp-content/uploads/2017/06/BOOK-OF-ABSTRACTS-2017.pdf].  We were delighted to welcome Dr Stephanie Tempest (@SetG75) from the Royal College of Occupational Therapists (RCOT) to co-facilitate the workshop with us. We would like to thank Stephanie and everyone who attended and engaged with us.

Within this #OTalk we’d like to consider some of the different aspects to, and your reasons for doing Continuing Professional Development (CPD). Your CPD activities may be the things you do for personal development, professional development, job satisfaction and/or to meet mandatory requirements. There is only space within this blog to give an overview, if anyone would like more information about any of the aspects mentioned please contact us.

Following on from our workshop (see details below), we’d like to explore the following:  

  • What are your reasons for undertaking CPD?
  • What do you think of the defining attributes of CPD engagement? Should CPD be self-managed and if so could this be integrated into the defining attributes of CPD presented?
  • Do you agree that we are often required to record the same types of information in a variety of different formats? If so, how can this be managed to save time whilst meeting all of the different requirements placed on us?
  • Do you think there is there a difference between professional and personal development and how do you know when you have developed?
  • If you were unable to attend #COT2017 have you followed the Tweets or read any of the #COT2017 blogs [https://otalk.co.uk/2017/06/21/cot2017-your-index-guide-to-the-blog-posts/]? Have you been able to share any of this learning with colleagues? Would you consider this CPD?
  • If you did attend #COT2017, how have you recorded your learning from attending RCOT #COT2017? What are you planning to do next to apply this learning?

COT2017

The weekend before the workshop Sarah posted a tweet which invited people to use Mentimeter.com to post their answers to ‘What are Your Reasons for Doing CPD?’ the same invitation was made within the workshop with a follow up question posted at the end of the workshop ‘How are you going to apply your learning from this workshop?’ If anyone would like a copy of the results to this please contact @SLawsonOT.

As they entered the workshop, delegates were asked to consider the oath that all Cardiff University health school students repeat at their graduation which highlights the responsibility of all healthcare professionals to keep their professional knowledge and skills up to date. A brief definition of Continuing Professional Development (CPD) and a whistle stop tour of the TRAMm Model (Talk, Record, Activities, Monitor and measure) and it’s tools the TRAMm Tracker and TRAMm Trail (www.TRAMmCPD.com) followed.

Delegates were each given an Information pack which included a TRAMm Tracker, TRAMm Trail, a mind map with suggestions for some different ways to Record CPD, a copy of our poster from #COT2016 ‘Are you and Your Team Really Engaging in Continuing Professional Development’ and a Participation Certificate with reflective questions to consider. After which, it was time to put the delegates to work. There were four interactive tables which the delegates moved around to explore different aspects of CPD.

Table 1 hosted by Dr Stephanie Tempest:  Planning Your CPD using the RCOT Career Development Framework: guiding principles for occupational therapy.

Stephanie introduced delegates to the new RCOT Career Development Framework which will be launched in the autumn. It comprises Four Pillars of Practice (Professional Practice; Facilitation of Learning; Leadership; Evidence, Research and Development) each with guiding principles written across nine career levels. Case studies were mapped into the Career Framework to help bring it to life. Delegates discussed how they felt the Career Framework could help them as individuals to think about their on-going learning needs, across all Four Pillars, when sometimes there is a tendency to narrow their CPD focus to, for example, practice skills alone. Student delegates saw its value in helping them to think about where to take their CPD next as they qualify. Other ideas included using the Career Framework to keep an occupational identify and focus to learning when working in a generic role; to support Return to Practice; and to identify the learning needs at a service level.

Table 2Engaging in CPD

Delegates were asked to consider the Core Defining Attributes of Continuing Professional Development (Hearle et al 2016) which are:

  1. That CPD is self -initiated and undertaken voluntarily rather than as a result of mandatory requirements
  2. The individual feels rewarded either intrinsically (e.g. enjoyment) or extrinsically (e.g. promotion) during or after undertaking CPD
  3. The knowledge/skills gained via CPD are embraced and applied in practice for the benefit of the service/service user
  4. Learning is recorded, evaluated and shared with others (interestingly the updated Health and Care Professions Council (HCPC) CPD and Your Registration now includes the importance of interactive activities, of learning and reflecting on practice with others (HCPC 2017).
  5. Learning is evidenced to continue beyond the initial CPD activity.

During their discussions delegates agreed that the attributes were all considered relevant and help to illuminate CPD as a process and individual experience rather than purely an activity. In addition, they suggested that reference to the need for CPD not only to be ‘self-initiated’, but also ‘self-managed’ would be helpful. There is more information regarding CPD engagement available from http://www.trammcpd.com/cpd-engagement.html

Table 3 hosted by Sarah Lawson: Recording your CPD

Delegates were asked to consider what are the most important things to record and how to record them. Written reflections and structured recording of team meetings appeared to be the most common methods of recording. Discussion followed that often the need to reflect is prompted by reasoning that something as ‘gone wrong’ or an intervention has had unintended consequences. Reflections were rarely revisited to see if, or how practice has changed, new learning implemented or confidence increased.

Some delegates reported that they are paying a monthly subscription to use online CPD services however, many admitted that they are either not using the service, or are not utilising all the facilities that it offers. A bit like paying for gym membership – there are feelings of being virtuous for having the facility but how many are actually using it?

Some delegates reported that they use social media and had either engaged in or lurked on #OTalk but had not necessarily thought of using this as a means of CPD or about how they could record their lurking/participation. Discussion followed about using screen shots, Storify, the log available via #OTalk website or TRAMmCPD to record details and dates of participation. Further discussion considered how learning from social media, such as finding a useful article or piece of information could be recorded, shared and applied in practice. Discussion that the date and where the information obtained from could be recorded in TRAMm Tracker, which could then be updated once learning shared and/or applied in practice.

Delegates felt that there are several aspects to recording, each has a different purpose or reason depending upon career stage and employer. They include CPD, Preceptorship, Learning Contracts, Annual Reviews/Appraisals and CV. It can often feel that writing these takes up precious time, are repetitive and use the same information just recorded in different formats.

Table 4 hosted by Deb Hearle: Monitoring and Evidencing your CPD

At this Table, delegates were initially required to consider what was actually meant by professional development and discussed whether there was a difference between this and personal development. Debate revealed that although they were sometimes different, the two aspects were inextricably linked and therefore should be considered alongside each other when planning and evidencing CPD. We also explored the question ‘how do we know when we have professionally developed?’ Useful debate once again revealed a number of ways in which it was possible to evidence and validate our personal and professional growth, to include the ability to teach others, increased confidence, time taken to do a job and anecdotal evidence. Further details of how to evidence CPD can be found on the TRAMmCPD web-site and also in Chapter 8 of A Strategic Guide to CPD for Health and Care Professionals: The TRAMm Model (Hearle, Lawson and Morris 2016).

Finally, we were given permission to play an exclusive clip ‘Top Tips’ from the new RCOT video ‘Let’s talk about CPD’. The video is due to be released soon by RCOT to give hints and tips about CPD and the HCPC audit. We also briefly mentioned that for Occupational Therapists in the UK the HCPC has released a new and updated ‘CPD and Your Registration’ document? Available at: http://www.hcpc-uk.org/publications/index.asp?id=103#publicationSearchResults [accessed 28/06/17]

Within this #OTalk we’d like to explore the following:

  • What are your reasons for undertaking CPD?
  • What do you think of the defining attributes of CPD engagement? Should CPD be self-managed and if so could this be integrated into the defining attributes of CPD presented?
  • Do you agree that we are often required to record the same types of information in a variety of different formats? If so, how can this be managed to save time whilst meeting all of the different requirements placed on us?
  • Do you think there is there a difference between professional and personal development and how do you know when you have developed?
  • If you were unable to attend #COT2017 have you followed the Tweets or read any of the #COT2017 blogs [https://otalk.co.uk/2017/06/21/cot2017-your-index-guide-to-the-blog-posts/]? Have you been able to share any of this learning with colleagues? Would you consider this CPD?
  • If you did attend #COT2017, how have you recorded your learning from attending RCOT #COT2017? What are you planning to do next to apply this learning?

 

References

Brown, J, Isaacs, D & World Café Community (2005) The World Café: Shaping Our Futures Through Conversations That Matter. California: BK Publish

Health and Care Professions Council (HCPC) (2017) Continuing Professional Development and Your Registration. London: Health and Care Professions Council

Hearle, D; Lawson, S; and Morris, R. (2016) A Strategic Guide to CPD for Health and Care Professionals: The TRAMm Model. Keswick: M&K Publishing

Royal College of Occupational Therapists (2017) Career Development Framework: guiding principles for occupational therapy (in press). RCOT

Post chat

online transcript

The Numbers

1.869M Impressions
582 Tweets
54 Participants
466 Avg Tweets/Hour
11 Avg Tweets/Participant

#OTalk Participants

 

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