This month we have a guest post from Gwyn Owen of the Chartered Society of Physiotherapy (CSP)
One of the things that strikes me when I come away from conversations with peers from professions that adopt an input-based approach to CPD is how much more flexibility & choice I have (as a Health and Care Professions Council registrant & CSP member) in meeting my professional responsibility for CPD. Rather than focusing on the input, such as the amount of time spent on a course or event, the outcomes-based approach to CPD adopted by HCPC and my professional body means that I need to be able to show how learning from a particular situation or opportunity has changed me and my practice.
What that means in reality is that those situations that are part and parcel of my day-to-day activity have CPD potential. This is evident from the list of CPD activities presented on the HCPC website. From this perspective, the challenge isn’t about finding CPD opportunities, but more about recognising the CPD potential in my day-to-day practice and in creating space (metaphorically and physically) and time to record and reflect on my learning, and to evaluate how my learning connects to my current and or future practice.
The need to resource an outcomes-based approach to CPD is recognised by the joint position statement on CPD produced by Allied Health Professions and Nursing Professional Bodies in 2007 (the statement is freely available via the British Dietetics Association (BDA) website. The collaborative statement recommends that staff have access to half a day per month to support informal CPD – in addition to mandatory training and study-leave arrangements. This statement was developed to inform health and social care employers of their responsibilities to support CPD; and to support practitioners in making the case for resources to support CPD in practice locally.
Shifts in policy towards a more person-centred, integrated approach to the design & delivery of health and social care services (see for example NHS Constitution, Kings Fund integrated care workstream, Social Care Institute for Excellence: co-production)are creating fresh opportunities for engaging with both service users and staff from other disciplines and professions. There is a growing body of evidence emerging from education and professional practice of the potential value of inter-professional CPD (as this quick search on Google Scholar demonstrates).
While national policy drivers are creating opportunities for practitioners to access and engage in inter-professional (I see inter-professional as being something that includes service users) CPD, we are interested to learn about what happens in practice settings.
Examples of existing inter-professional CPD opportunities and networks that are supported by the AHP bodies:
Council for Allied Health Professions Research CAHPR
National Association of Educators in Practice NAEP
Professional Networks e.g. BABTT, BAHT (both are open to OTs and physios)
Zoe Parker, Education Manager at COT:
“Gwyn is the project lead for the CSP’s Championing CPD project and we are co-hosting this month’s tweet chat on the topic of inter-professional collaborative learning”.
Here are some questions we would like people to think and comment about in the chat and beyond:
- Forms/examples of inter-professional CPD happening in practice
- How do we recognise learning opportunities in our everyday practice
- How do we/could we add CPD-value to our everyday practice
- How do people make the case for time/resources to promote CPD in practice
- What the impact of access to CPD is – for individual, teams, services and service users
Tweet chat: Friday 6th March 2015, noon
Co-hosted by: Zoe Parker and Gwyn Owen.
If you missed the tweet-chat in March, view it on storify.