BTEC L4 Healthcare: Demonstrating Professional Principles & Values

This report provides a comprehensive analysis of reflective practice in health and social care. It explains the role and purposes of reflection, describes various models like Atkins and Murphy, Gibbs Reflective Cycle, and Driscoll Model, and reviews how reflective practice is applied in healthcare environments. The report evaluates the impact of self-reflection on personal and professional development and the experience of individuals using health, care, or support services. It uses the Practice Themes as a framework for reflection, illustrating their links to performance indicators and includes a personal development plan using Practice Themes and quality assurance indicators. Furthermore, the report discusses present, current, and critical reflection on learning experiences, showcasing evidence of professional reflective practice and examining holistic learning at the professional level, ultimately contributing to a future career pathway. This document is available on Desklib, where students can find similar resources to aid their studies.

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STUDENT ASSESSMENT SUBMISSION AND DECLARATION
When submitting evidence for assessment, each student must sign a declaration confirming
that the work is their own.
Student name: Sally Trawalley Assessor name:
Programme: Pearson BTEC Level 4 Healthcare Practice
Unit No. 02 Unit Title: Demonstrating Professional Principles and Values in
Health and Social Care Practice
Assignment Brief
Issue date: 07/02/2022
Submission deadline: 16/12/2022 Work submitted on:
Student declaration
I certify that the work submitted for this assignment is my own. I have clearly referenced any
sources used in the work. I understand that false declaration is a form of malpractice.
Student signature: Date:

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Table of Contents
Explain the role of reflection in health and social care practice......................................................3
Explain the purposes of reflection in health and social care practice..........................................3
Describe models and tools used for reflection in health and social care practice.......................3
Atkins and Murphy Model.......................................................................................................4
Gibbs Reflective Cycle............................................................................................................5
Driscoll Model of Reflection...................................................................................................5
Review the ways that reflective practice is applied in health, care, or support service
environments................................................................................................................................6
Evaluate how to own reflections can impact on own personal and professional development
and the experience of individuals using health, care, or support services...................................7
Use the Practice Themes as a framework for reflection..................................................................8
Explain how the Practice Themes can be used to underpin reflection in learning and practice..8
Illustrate in detail the links between the Practice Themes and other performance indicators.....8
Produce a plan for reflecting on own learning and development using the Practice Themes and
other quality assurance indicators................................................................................................9
Assess the Effectiveness of the plan in supporting the development of own reflective............10
Task 2.............................................................................................................................................10
Introduction....................................................................................................................................11
Describe present, current, and critical reflection on learning experiences....................................12
Present modes to proceed with evidence of professional reflective practice in own work.......13
Generation of a portfolio of evaluation evidence using the Practice Themes as a source.........14
Examine holistic learning at the professional level and the sustenance of growth through
practice.......................................................................................................................................16
Conclusion.....................................................................................................................................17
Professional Policies in Healthcare and Social Care.................................................................18
Review evidence gathered in own portfolio concerning its contribution to own personal and
professional development..........................................................................................................23
Produce targets for the development of own professional career pathway...................................23
Assess own personal learning and development in terms of its contribution to own journey
towards a future career pathway................................................................................................24
Evaluate Own Holistic Professional Learning and Development Through Practice 96............24
Examine your professional development and learning through practice...................................24
Reference List................................................................................................................................26

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Task 1
Explain the role of reflection in health and social care practice
Explain the purposes of reflection in health and social care practice
Using introspective methods yields tangible results in healthcare and social services,
including increased self-awareness and discovering pathways for personal improvement.
Practitioners may advance in their fields via information absorption and the application of
lessons learned from past failures. Continuous improvement is propelled by introspection, which
reveals previously unseen knowledge or service shortcomings. As a bonus, it helps professionals
improve their mental health, which leads to better decision-making that is beneficial to patients
as a whole. When people take a moment to think, they are more likely to make choices that will
benefit everyone involved. This opens the door to higher levels of professionalism and
productivity in the workplace (Babore et al., 2020).
Describe models and tools used for reflection in health and social care practice
There are several approaches and tools for introspection in health and social care. These
smart frameworks and tools help professionals analyse and learn from their experiences. One
paradigm asks practitioners to examine their beliefs, attitudes, and principles to understand their
actions. These basic traits may reveal much about a person's beliefs and biases, helping them
understand their practices. This method needs rigorous analysis of career-forming events. These
historical examples may teach practitioners what went wrong, how they reacted, and what
additional choices they have. This strategy encourages self-reflection and skill development.
Health and social care personnel benefit from narrative reflection. Stories may simplify complex
job situations. Storytelling helps practitioners develop empathy. This method promotes self-
reflection and may reveal work themes. Collaborative introspection enhances these ideas and

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techniques. Talking to coworkers, mentors, or superiors may help you view things differently.
These dialogues encourage lifelong learning by allowing individuals to share their
accomplishments and failings and work together to solve problems (Rawaf et al., 2020).
Atkins and Murphy Model
The Atkins and Murphy paradigm, developed by Sue Atkins and Elizabeth Murphy, is
widely used for introspection in healthcare education. The three stages involved in this model—
detailed description, emotional discharge, and critical evaluation—are all interdependent. In the
Description phase, individuals explain their present position or the event they are considering,
including any relevant background information. At this point, everyone should think about how
the situation makes them feel and then discuss those feelings with the rest of the group. The
assessment process thoroughly reviews and evaluates the gathered data and results (Braquehais
et al., 2020).
Figure 1Atkins and Murphy model.

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Gibbs Reflective Cycle
In 1988, Graham Gibbs developed the Gibbs Reflective Cycle to help people organise
and make sense of their own experiences. The cyclical nature of this structure is useful for
learning from previous successes and failures (Decker et al., 2020a) and for planning for the
future. There are six stages to the cycle:
 The article explores several explanations for the occurrence by looking at its causes.
 Analysing the benefits and drawbacks of the current circumstance.
 Defining crucial ideas to ensure complete understanding.
 Considering the information learned as a consequence of the occurrence.
 Preparation for future comparable scenarios.
Figure 22Gibbs Reflective Cycle.

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Driscoll Model of Reflection
The Driscoll Model of Reflection was developed by Dr. John Driscoll in 1994. There are
three phases to this plan:
 The following step describes the situation in great detail when thinking about anything.
At this point, you should give the events serious thought and analysis.
 Learning from the experience is the last step of reflective appraisal.
The Driscoll Model of Reflection is a personal and professional development technique
by analysing one's own experiences. Because it encourages self-reflection, analysis, and growth,
it has applications in areas as varied as health and education (Schot, Tummers and Noordegraaf,
2019).
Figure 3 Driscoll Model of Reflection.

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Review the ways that reflective practice is applied in health, care, or support service
environments
Positive effects of reflective practice in healthcare, caregiving, and support services
include better competence, higher-quality care, and happier patients. As will be seen, this
flexible strategy may be used in many different situations. By taking some introspection, medical
professionals may assess their performance and zero in on areas where they can grow. They
develop novel concepts for enhancing their practice and sound strategies for the future by
reflecting on their own experiences. Relationships based on mentoring and counseling depend
heavily on regular introspection on both parties' parts. These connections are beneficial because
they allow workers to feel safe talking about issues they're facing at work and goals they have for
the future with their mentors and higher-ups. Through guided introspection, people can learn
from one another and grow as individuals and professionals. Self-reflection is an individual's
contribution to better team communication, conflict resolution, and mutual understanding. In
addition, healthcare assistants may improve their capacity to satisfy patient needs and client
expectations by adding reflective practices into their everyday routines. In conclusion, reflective
practice benefits the growth of healthcare assistant, carers, and support serviceassistan.
Professionals may boost their careers, the quality of care they give, and their patients' and
customers' experiences by encouraging a culture of introspection and reflection (Rawaf et al.,
2020).
Evaluate how to own reflections can impact on own personal and professional development
and the experience of individuals using health, care, or support services
Self-reflection is an integral part of the professional growth process for the doctors and
nurses at St Andrew’s Medical Centre. By taking an honest inventory of their strengths,

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weaknesses, and growth opportunities, medical professionals get insight into who they are and
how they can contribute to the industry. They use this information to set realistic goals for their
career and personal growth, which ultimately leads to greater success. Their drive to professional
development benefits the St Andrew’s Medical Centre's patients and their competence, self-
assurance, and output on the job. Care assistants at the St Andrew’s Medical Centre employ
reflective practices, seriously considering how their words and deeds influence their patients.
This newfound insight allows them to adapt their methods, improve their ability to connect with
their patients and personalise their care to each individual's unique needs and preferences.
Because of the staff's capacity for introspection, patients feel safe opening up about their
difficulties and worries. The caring staff at St Andrew’s Medical Centre creates an environment
where each individual feels heard, understood, and cared for (Radbruch et al., 2020).
Use the Practice Themes as a framework for reflection
Explain how the Practice Themes can be used to underpin reflection in learning and
practice
The Care Act of 2022's fundamental goal is to improve care recipients' quality of life and
encourage their autonomy. This initiative aims to delay or eliminate the need for permanent
support services. In this effort, healthcare aides, who focus on prevention and early intervention,
play a vital role. They deliberately seek out people showing indications of physical or mental
deterioration, connecting them with local resources and urging them to make positive lifestyle
changes. When providing care, healthcare assistants put the client's wishes first by listening
carefully to them, treating them with kindness, and letting them make decisions about their
treatment. By adopting the Practise Themes, which encourage reflective learning and practice,
and by connecting their activities with the values and principles of the Care Act, healthcare

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assistants may improve the delivery of high-quality, person-centered care and support (Dell’Olio,
Whybrow and Reeve, 2023).
Illustrate in detail the links between the Practice Themes and other performance indicators
Practitioners have access to Practise Themes formulated to enhance patient care, as
mandated by the Care Act of 2022. These tenets foster a culture of excellence in caring in the
United Kingdom, ensuring compliance with the CQC's strict standards. One common theme in
clinical practice is "person-centered care," which stresses the need to accommodate individual
patients' needs and preferences. According to the CQC's Fundamental Standard for "Person-
Centered Care," carers must make changes to deliver timely and tailored care. This approach
considers the individual's specific requirements and the potential for early intervention and
prevention. According to the "Dignity and Respect" Practise Theme, which aligns with the
CQC's Fundamental Standard, carers always provide patients with the utmost respect and
dignity. By emulating the concepts of Person-Centered Care and Support, carers create an
atmosphere that respects and preserves the independence of those they serve (Heath,
Sommerfield and von Ungern‐Sternberg, 2020).
Produce a plan for reflecting on own learning and development using the Practice Themes
and other quality assurance indicators
Personal Development Plan
Review
Date
Developmen
t Needs
Specific
Objective
to achieve
Resources
Required
Timescale Evaluation
Measure
2nd
Review
Date
Achievement
Status
Future
Career
Pathway
Targets
08.08.2023
Theme 1:
Working with
doctors and
nurses
Fill as many
communication
gaps as
possible.
Collaboration
with other
people 1 week
Despite rising
rates of
clinical error, 25.08.2023 Achieved
Enhance the
care that
patients
receive
01.10.2023 Theme 2: the
policy and
legal
implications.
Doctors
provide legal
counsel to
patients.
Training for
the medical
profession
2 weeks Every member
of the medical
staff has a
college
12.10.2023 In process Find out more
about the law.

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diploma.
08.11.2023
Theme 3:
Digital
patient
records
In healthcare,
digital records
are the way to
go. Training 3 weeks
Keep the
system's
integrity
intact. 20.11.2023 Achieved
In medical
situations,
increased
technical
knowledge is
advantageous.
02.12.2023
Theme 4:
Effective
Medical
Decision-
Making
Put your morals
into action on a
regular basis.
Mentoring
and case
studies can be
used to teach
ethics. 2 weeks
Evidence of
ethical
consideration 16.12.2023 In process
Improve the
morale of
healthcare
workers.
03.01.2024
Theme 5:
Culturally
Appropriate
Care
Recognise and
respect the
cultural
differences of
your patients.
Cultural
Awareness
Education and
resources are
critical. 2 weeks
Patient
satisfaction as
well as health
outcomes
improve. 17.01.2024
Not yet
begun
Culturally
competent
care improves
patients'
quality of life.
01.02.2024
Theme 6:
Continually
expanding
one's
knowledge
and abilities
Keep up to date
on professional
research and
practises.
Professional
organisations,
associations,
and
educational
programmes Continue
Evidence of
consistent
growth and
improvement 01.08.2024
Not yet
begun
Improve one's
status and
skill level in
one's field
over time.
Assess the Effectiveness of the plan in supporting the development of own reflective
Developing an IIP demonstrates a deep understanding of the importance of introspection
to professional growth. Individuals are pushed to think critically, pinpoint areas for
improvement, and chart a roadmap for their professional growth when specific, quantifiable
goals relevant to core practice areas are included. Regular progress assessment is facilitated by
including review dates and evaluation criteria, enabling people to reflect on their achievements
and identify areas they may modify. This method fosters the thoughtful and analytical habits
necessary for developing reflective practice and a mindset of constant progress. The strategy
acknowledges the need to harness developmental resources including cooperation, training,
mentorship, education, and access to relevant information to enhance individual and
organisational growth (Metz et al., 2021).

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Task 2
Slide Notes
Hi, I'm Sally Trawalley, and I want to discuss something that affects everyone. The topic is
Record of Professional Learning and Development (PLAD).