AUDIOLOGY CLINICAL PLACEMENTS
HANDBOOK 2014-2015
Supplementary PDP Guidance
Placement website
http://www.southampton.ac.uk/audiology/studyaudiology/placementinformation.page
IRCP
http://wwwnew.isvr.soton.ac.uk/audlogbook/welcome.asp
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1. Introduction
This document is intended to provide additional guidance on developing your PDP.
Different models of reflection can be used to help facilitate reflection. Three you may come
across are Borton’s model (Jasper, 2003), John’s model (Jasper, 2003) and Gibbs’ model
(Gibbs, 1988). These are covered below. Reflection can be a deeply personal activity and
therefore different people find different models helpful. The models described have been
formatted as worksheets that may help you order your thoughts. Completed worksheets
can be used as evidence in your PDP but you are welcome to use any method that suits
you. It will be expected that even from MSci/BSc Year 1 you attempt to develop this skill by
reflecting on an experience on placement. By the time you complete your studies it should
become second nature to you to reflect on practice. It might be sensible to reflect on one
event per day (MSci/BSc Year 1) and two events each week (MSci/BSc Years 2 and 3, and
Post-MSc).
2. NHS Knowledge and Skills Framework
Dimensions
Level Descriptors
CORE
1
2
3
4
1
Communication
Communicate with
a
limited range of
people
on day-to-day
matters
Communicate with
a
range of people on
a
range of matters
Develop and
maintain
communication
with
people about
difficult
matters and/or in
difficult situations
Develop and
maintain
communication with
people on complex
matters, issues and
ideas and/or in
complex
situations
2 Personal and
people
development
Contribute to own
personal
development
Develop oneself
and
contribute to the
development of
others
Develop oneself
and
others in areas of
practice
3 Health, safety
and
security
Assist in
maintaining
own and others’
health,
safety and
security
Develop own skills
and
knowledge and
provide
information to
others to
help their
development
Monitor and
maintain
health, safety and
security of self and
others
Promote, monitor
and
maintain best
practice in
health, safety and
security
4 Service
improvement
Make changes in
own
practice and offer
suggestions for
improving
services
Contribute to the
improvement of
services
Appraise, interpret
and
apply
suggestions,
recommendations
and
directives to
improve
services
Maintain and
develop
an environment and
culture that
improves
health, safety and
security
Work in partnership
with others to
develop,
take forward and
evaluate direction,
policies and
strategies
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5 Quality
Maintain the
quality of
own work
Maintain quality in
own
work and
encourage
others to do so
Contribute to
improving
quality
Develop a culture
that
improves quality
6 Equality and
diversity
Act in ways that
support
equality and value
diversity
Support equality
and
value diversity
Promote equality
and
value diversity
Develop a culture
that
promotes equality
and
values diversity
2. Forms that can be attached as evidence
2.1 Reflection Models
GIBBS’ REFLECTIVE MODEL
Placement:___________________________________________________________Date:___________
Concrete experience:
a.
Give a description of
what happened.
What exactly did people do &/or
say?
What was the context?
What had happened leading up to
the situation?
Reflective observation:
b.
Describe feelings,
thoughts & reactions.
How were you feeling?
What were you thinking?
What were others feeling &
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thinking? How do you know?
Reflective observation:
c.
Evaluate the experience.
What were you trying to achieve?
Were you successful in achieving
your aims?
Was your impression of the
experience generally good or bad?
Which bits were good & which bits
were bad?
Was it easy or difficult?
Abstract
conceptualisation:
d.
Analyse the experience.
How do you understand what
happened?
What sense can you make of the
situation?
What was really going on?
Why do you think that happened?
What were the significant issues/
key factors?
Has something similar happened
before?
Why did you feel a certain way?
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What influenced the way you
acted?
Were your decisions influenced by
identifiable attitudes, values,
knowledge or beliefs?
What were the consequences of
your actions?
Do you have tendencies for feeling/
thinking/ acting a certain way?
Abstract
conceptualisation:
e.
Draw some conclusions.
What general conclusions can be
drawn?
What can you personally conclude
about your own knowledge/ skills/
way of working?
How does this link with what I have
learned previously?
Have you realised something new
about the situation/ yourself?
Have you re-evaluated any of your
attitudes, values or beliefs?
How do you now feel about the
experience?
Active experimentation:
f.
Make an action plan.
What else could you have done?
What, if anything, would you do
differently next time?
What skill/ knowledge did you not
have?
How am I going to check that my
practice has actually changed?
What steps are you going to take
on the basis of what you have
learned about yourself?
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How am I going to address my
learning needs?
JOHNS’ MODEL OF STRUCTURED REFLECTION
Cue Questions
Description of the experience
 Phenomenon – describe the here
and now experience
 Casual – what essential factors
contributed to this experience?
 Context - what are the significant
background factors to this
experience?
 Clarifying – what are the key
processes for reflection in this
experience?
Reflection
 What was I trying to achieve?
 Why did I intervene as I did?
 What were the consequences of
my actions for:
o Myself?
o The patient / family?
o The people I work with?
 How did I feel about this
experience when it was
happening?
 How did the patient feel about it?
 How do I know how the patient felt
about it?
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Influencing factors
 What internal factors influenced my
decision – making?
 What external factors influenced
my decision – making?
 What sources of knowledge did /
should have influenced my
decision making?
Could I have dealt with the situation
better?
 What other choices did I have?
 What would be the consequences
of these choices?
5. Learning
 How do I now feel about this
experience?
 How have I made sense of this
experience in light of past
experiences and future practice?
 How has this experience changed
my ways of knowing
o Empirics – scientific
o Ethics – moral knowledge
o Personal – self awareness
o Aesthetics – the art of what
we do, our own
experiences
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BORTON’S DEVELOPMENT FRAMEWORK
A relatively simple model very suitable for novice reflectors / practitioners but can be used at
different levels. Reflect using three basic starting points to the following questions:
What?
E.g. what happened; what was I doing; what were others doing?
This combines the reflective processes of identifying the experience and describing it
in detail
So What?
E.g. so what more do I need to know in order to understand the situation; so what
could I have done that was different?
This part breaks down the situation and tries to make sense of it by analysis and
evaluation, drawing on previous experiences and knowledge
Now What?
E.g. now what do I need to do to make things better? Now what will I do? Now what
might be the consequences of this action
This stage combines the process of exploring alternatives and planning action that
will be put into practice in order to develop or change practice.
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2.2 Daily activity record sheets
Your record of daily activity allows you to reflect on activities during your placement. It provides
a means of monitoring your progress (for yourselves, supervisor and university). Time should
be put aside every day to complete the record as it will be much easier to recall events and
feelings associated with them as soon as they happen. You have been asked to reflect on one
event per day (MSci/BSc Year 1) and two events per week (MSci/BSc Years 2&3, Post-MSc).
These events could be anything from observing or performing procedures, interacting with
patients, attending staff meetings or even reflecting on some aspect of service provision. We
have asked you to reflect on events as merely performing or observing an event doesn’t
necessarily lead to learning. Often it is only when we reflect on what happened that we learn
from the experience.
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Day
Date
Client Category
(or other, staff
meetings, etc)
Activities Observed or Performed
(indicate which)
Select 1 activity from the
day (Y1) or 2 activities per
week (Y2&3)- What did
you learn?
How will you continue to
apply & develop what you
learned? Is any further
action required?
Monday
Tuesday
Wednesday
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Day
Date
Client Category
(or other, staff
meetings, etc)
Activities Observed or Performed
(indicate which)
Select 1 activity from the
day (Y1) or 2 activities per
week (Y2&3)- What did you
learn?
How will you continue to
apply & develop what
you learned? Is any
further action required?
Thursday
Friday
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2.3 Daily activity record sheets (end of day/session)
Student: Self reflection and feedback to Supervisor
e.g. session
management,
communication
skills, procedural
skills, level of
support from mentor
etc
Supervisor: Feedback on student sessions, future planning etc
e.g. session plans,
case discussion,
future input etc
Signed (student)
Signed (Supervisor)
Date
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3. Hints and tips
Although the portfolio requires you to reflect on practice it is still a professional portfolio and an
academic piece of work. We therefore expect the portfolio to be free from grammatical errors,
typos and informal language. If you note the assessment criteria on page 10 you will see that
you can fail the portfolio based on poor presentation. Please PROOF READ your work.
Keep the introductory explanations of evidence brief. The reader doesn’t need to know why
communication is important, just how your evidence proves you communicate with a range of
people and that you can manage barriers etc. Keep this section very specific and linked
directly to your evidence. Good evidence should speak for itself and should only need a short
introduction.
When putting in certificates of attendance make sure you show how you have used the
information you gained from them OR at the least have some reflection on the course, i.e. What
did you learn, how will you apply what you learnt?
When putting in copies of policies, it will strengthen your evidence if you attach a reflection,
case notes, testimonials to show how you have used them. If policies are bulky consider
leaving them out and just putting in reflection and reference to policy.
Feedback - good evidence would be a reflection or session feedback form detailing
constructive feedback and then followed by examples of where the feedback had been used to
change behaviour.
Confidentiality – do not breach! That includes names of organisations, audiologists or any other
staff, addresses, hospital numbers.
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4. References
Department of Health 2004 The NHS Knowledge and skills framework (NHS KSF)
Development Review Process Oct 2004
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/
DH_4090843
Gibbs G 1988 Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further
Educational Unit, Oxford Polytechnic.
Health Professions Council Standards of Conduct, Performance and Ethics 2008
http://www.hpc-uk.org/publications/standards/index.asp?id=38
Jasper M 2003 Beginning Reflective Practice – Foundations in Nursing and Health Care
Nelson Thornes. Cheltenham
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