Unit 6 – Personal and Professional Development in the Health and Social Care Sector

1.1 Outline careers and job roles in health and social care

Health and social care cover various career areas, ranging from doctors to paramedics, nurses to pharmacists, and physical therapists to mental health professionals such as psychologists or counsellors. Each profession will require specific qualifications for entry-level positions; however, there are also many other access points available, with some roles requiring no formal qualifications but instead, experience in the sector (Reed Careers 2019). Many employers may accept relevant prior learning or transferable skills that an individual can bring into the role (Open University, 2018).

Nursing: Nurses are responsible for providing comprehensive patient-centred care and support services. This could include administering medication, running medical tests or procedures, counselling patients on their health issues, and communicating with other healthcare team members (NHS Jobs, 2019).

Social Worker: Social workers are essential to society by protecting vulnerable individuals who need help with personal problems, including homelessness, poverty and drug abuse. They may also act to prevent harm coming to adults from mental illness or disability (Mental Health Today, 2017). Social workers will typically work directly within the community setting alongside agencies such as social services departments.

Care Worker: Care workers provide social and physical support to vulnerable people, such as those with learning difficulties or older adults. Care workers work in hospitals, residential homes and day centres, offering primary care for patients who cannot look after themselves independently (UK Job Search 2020). As well as providing direct patient contact through activities of daily living, they also support their client’s emotional needs by actively engaging in conversation while being aware of the client’s feelings at all times.

1.2 Explain progression within a chosen health and social care career area

Progression within a health and social care role can depend on one’s qualifications, experience or specialism; however, most professionals have various options for moving up the ladder into higher-level positions (Keeley, 2017). For example, individuals working in frontline roles often develop an understanding that enables them to move into managerial positions, allowing them more responsibility which is beneficial if looking for further development opportunities later down the line (Lees, 2016).

For example, a nurse can progress to become an Advanced Nurse Practitioner (ANP) with additional qualifications, skills and knowledge that enable them to take on a more autonomous role. An ANP is responsible for running clinics, diagnosing illnesses and carrying out treatments; it requires clinical expertise and leadership qualities, which allows the ANP to provide advice or guidance in their area of specialism (NHS Careers, 2019).

Furthermore, progression within nursing could lead to education roles such as teaching practitioners from junior-level nurses up until postgraduate training schemes. Additionally, many managerial roles are available, including head nurse positions allowing oversight of larger teams. The NHS also provides incentives such as an increased salary range depending on previous experience and opportunities for further studies or research programmes at higher levels in each profession (Nursing Times, 2020).

1.3 Analyse skills and knowledge required for a specific role in health and social care

The practitioner must have specific skills and knowledge for all health and social care roles to deliver a safe, effective service. For example, nurses must remain calm under pressure while keeping accurate records (NHS Jobs, 2019). Furthermore, they should possess good communication skills with patients and other healthcare professionals to maintain relationships of trust.

When it comes to qualifications needed for nursing positions, most employers will look for a degree-level entry, such as an adult or child branch qualification from either a university or college route (Department of Health 2018). Nurses also need evidence showing that they can continue professional development throughout their careers by attending relevant courses regularly to keep up with changes in medical practice over time.

If one wishes to progress into specialisms within nursing, then additional training may be necessary along with further qualifications such as certificates or diplomas; however, this depends on which area of specialism is chosen – whether it is mental health, intensive care or oncology (Royal College of Nursing, 2020). Therefore, for each role within the sector, it is important to evaluate one’s skills and qualifications before applying.

2.1 Identify standards relating to professional development in health and social care

The primary standards relating to professional development in health and social care are set by different bodies depending on the profession.

For example, nurses must adhere to the Nursing and Midwifery Council’s proficiency standards (NMC 2018). This means they must demonstrate their ability to meet professional requirements for continuing education and participate in programmes that enhance clinical expertise.

The Care Quality Commission (CQC) also has a set of essential standards which professionals working with adults are expected to follow: this includes being up-to-date on relevant best practice guidelines.

Also, Health and Social Care workers should refer to the Health and Social Care Professions Council’s Code Of Conduct, which outlines what is expected from members regarding professionalism, knowledge base development, and issues relating to competence, such as understanding cultural diversity or mental capacity legislation (HCPC 2016). These codes provide clear guidance for individuals seeking professional development opportunities within these sectors to maintain their registration status with governing bodies to continue practising legally.

2.2 Assess the need for continuing professional development in health and social care

Continuing professional development (CPD) is essential to maintaining competency and ensuring that all health and social care workers are competent in providing the highest quality service. It is a way to ensure they keep up with changes in the sector, maintain their qualifications and improve existing skills. CPD allows professionals to remain confident when carrying out their duties as it provides them with knowledge about new approaches or techniques that may help treat particular ailments or assist vulnerable individuals with complex needs (Feeley et al., 2017).

In addition, CPD offers a platform for practitioners to continuously develop professionally by attending training courses, conferences, seminars etc., allowing them to access learning opportunities that can help contribute towards best practice standards within any organisation. Additionally, research has shown that these activities promote career satisfaction among those involved because it allows employees to build relationships through networking and gain insight from colleagues regarding effective ways of delivering service provision. Ultimately this helps retain staff morale, creating a safe and satisfactory environment for clients of the service.

Therefore, it is essential to note that CPD can have far-reaching benefits in performance within health and social care settings as it allows practitioners to stay up-to-date on developments in their field to apply best practice standards effectively.

3.1 Explain what is meant by reflective practice

Reflective practice is a type of professional activity involving an individual reflecting on their actions and experiences to improve their personal development. Individuals, groups or teams can use it for self-assessment and evaluation to improve performance, job satisfaction and service delivery (Thomas & Johnston 2019).

Furthermore, reflective practice also allows practitioners to develop insight into how they interact with others, enabling them to consider potential issues and how they have managed these within specific contexts.

3.2 Explain theoretical models of reflective practice

Two prominent models frequently cited when discussing reflective practices include Kolb’s learning cycle (1984) and Gibbs’ reflection cycle (1988).

Kolb’s model centres around four main stages: concrete experience, where one has experienced something new; observations and reflections from what was learnt/experienced during the process; forming abstract concepts using interpretation gathered through the previous stage leading onto experimentation such ideas into active experimentation.

On the other hand, Gibbs’ cycle consists of six stages, including description; feelings; evaluation; analysis, conclusion, and action. This model requires practitioners to identify their actions/experiences first (description), followed by acknowledging personal emotional responses (feelings) before exploring aspects that may have impacted said experiences or the process in general through critical reflection to conclude.

3.3 Analyse impact of own attitudes, values and beliefs on provision and practice of care

It is vital for individuals working within health and social services settings to understand how they might be influenced by their individual ideologies when providing a service user with support or care, as this could lead them to make certain decisions based on these principles without even realising it at times (Kirkevold 2018). For example, having an opinion about people accessing substance abuse services which could result in judgemental attitudes being adopted towards service users. This lack of awareness about the impact that one’s beliefs have on practice and provision can further be compounded by any unconscious biases or even stereotypes held; therefore, practitioners must consider this when dealing with such individuals.

3.4 Reflect on own learning.

Reflecting on my experience as a care assistant in a residential care home setting, I have learnt that it is essential to consider the person-centred values embedded within my role when engaging with service users.

When interacting with them daily, I often made snap judgements about situations before understanding the underlying cause of certain behaviours; however, this has been rectified through actively attempting to view each situation from an empathetic standpoint and questioning whether anything else could be influencing those particular outcomes.

Also, challenging any preconceived ideas or biases during interactions has allowed me to make positive care delivery decisions while advocating for change where necessary. This demonstrates how reflective practice allows individuals like myself to stay aware of our motivations, leading to improved professional behaviour and decision-making processes when delivering services.

4.1 Outline the stages in planning your own personal and professional development

The stages of personal and professional development planning involve identifying the skills and competencies necessary to achieve the desired career goals. This can be done through various methods, such as feedback from mentors, peers or colleagues, self-reflection, or a skills audit.

After that has been established, one must begin writing SMART (Specific, Measurable, Attainable, Realistic, Time-bound) targets to meet those objectives. Next is implementing a plan which consists of taking up specific opportunities like courses offered by universities or colleges and gaining experience on the job while being mentored by an experienced individual with expertise in the field one wishes to pursue (Mignonac & Herrbach 2020).

Last but not least is review: it is vital to regularly assess progress towards achieving set goals to ensure continuous improvement over time.

4.2 Explain how to identify development needs

A few ways one could use when seeking out information regarding their areas of developmental needs are by seeking feedback from mentors, peers or colleagues. This can provide insight into one’s performance and areas that require improvement (McNamara, 2020).

Self-reflection is also a great way to identify developmental needs; reflecting on achievements and challenges allows for evaluating skills needed to reach desired objectives.

Another effective tool when pinpointing weaknesses would be undertaking a skills audit, which assesses existing competencies concerning current industry standards so it’s possible to determine what gaps there may be.

4.3 Explain how to write SMART targets for personal development

Writing SMART goals requires breaking down ambitions into achievable outcomes within specific time frames while taking note of relevant prerequisites such as access to resources, etc.

A good example would start with being Specific – outline precisely what you hope to accomplish, e.g., improving communication.

Then one must ensure the goal is Measurable – state a numerical value for success, e.g. reaching a 90% client satisfaction rating.

Next is Attainable – make sure the goal isn’t too challenging, but not easy either – it should require effort and dedication to reach as well as being Realistic in terms of cost and time invested; and lastly, Time-bound, meaning providing dates when each milestone needs to completed (McNamara 2020).

4.4 Create own personal development plan for a chosen career role

I aim to obtain a Health and Social Care Management degree and become a Manager. To achieve this, I must gain many skills, knowledge and experience in the health and social care industry. My personal development plan for this is as follows:

Goal 1: Obtain a First-Class Degree in Health and Social Care Management by June 2027

• Step 1: Enroll in a reputable university’s Health and Social Care Management program by September 2024.
• Step 2: Dedicate 20 hours per week to studying, including attending lectures, completing assignments, and engaging in group discussions.
• Step 3: Seek academic support from professors and classmates as needed to maintain a high GPA.
• Step 4: Explore research opportunities and participate in projects relevant to the field.

Goal 2: Obtain Membership in Relevant Professional Bodies by September 2025

• Step 1: Identify appropriate professional bodies, such as the Chartered Institute of Healthcare Management.
• Step 2: Meet the requirements for membership, including educational qualifications and work experience.
• Step 3: Register with the chosen professional body by October 2024
• Step 4: Engage in continuing professional development activities to maintain membership status.

Goal 3: Publish Three Health and Social Care Management Articles in Peer-Reviewed Journals by October 2026

• Step 1: Develop research topics of interest and relevance to the field.
• Step 2: Conduct thorough literature reviews and data analysis.
• Step 3: Prepare manuscripts adhering to peer-reviewed journal guidelines.
• Step 4: Submit articles to reputable journals and actively engage with the review process.

Additional Development Opportunities:

• Attend formal training courses on leadership skills, quality improvement, and performance management.
• Seek on-the-job experience through internships at health and social care organisations.
• Join professional networking groups and connect with mentors in the field.
• Read industry publications and attend conferences to stay abreast of best practices.
• Engage in self-directed learning to broaden knowledge and skills in specific areas of interest.

Review:

After every four months, progress towards achieving the goals set shall be evaluated; feedback received, as well as changes suggested, shall be incorporated into future planning sessions to allow for continuous improvement.