Additional Information
Book Details
Abstract
This thoroughly revised and updated second edition of Profiles and Portfolios provides a complete guide to designing and maintaining a profile or portfolio. The text uses a practical step-by-step approach, has been expanded to cover a wide range of topics related to keeping a personal portfolio in a health as well as a social care context, and teaches the skills necessary for reflective practice.
CATHY HULL co-authored the first edition. For seven years she was Lecturer in Experiential Learning at Goldsmiths MA26, University of London. At Macmillan Open Learning [now Emap Healthcare], she commissioned and published The Profile Pack which continues to be widely used by nurses and midwives. She currently works part-time at the University of Kent.
LIZ REDFERN co-authored the first edition. She has a background in nursing and nursing education and worked at the English National Board when they introduced the concept of profiling. She is currently Director of Nursing for Taunton and Somerset NHS Trust.
ANN SHUTTLEWORTH has been Editor of Professional Nurse and Managing Editor of a stable of journals serving a range of healthcare professionals. She has worked on a range of professional and consumer publications, and edited reports of national bodies including the English National board for nursing and Midwifery, and the Department of Health, before becoming Editor of Emap Healthcare Open Learning.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contents | vii | ||
| List of Tables and Figures | x | ||
| Acknowledgements | xi | ||
| Introduction | xiii | ||
| 1 Profiles and Portfolios: The Health Care Context | 1 | ||
| Influences on the development of profiles | 2 | ||
| Statutory bodies | 2 | ||
| Reflective practice | 5 | ||
| Adult and higher education | 6 | ||
| Market forces | 7 | ||
| Uses within health care | 10 | ||
| PREP requirements | 10 | ||
| Job applications | 10 | ||
| Identifying personal goals | 11 | ||
| Focus for organising your own learning | 11 | ||
| Supporting learning from practice and clinical supervision | 12 | ||
| Tool for reflective practice | 12 | ||
| Achieving credit as part of a prior learning claim | 12 | ||
| Assessment for an educational programme | 13 | ||
| Lifelong learning | 13 | ||
| References | 15 | ||
| 2 Profiles and Portfolios: The Social Care Context | 16 | ||
| Evidence-based practice, lifelong learning and portfolio development | 18 | ||
| Standards for social care | 19 | ||
| Occupational standards for social care | 19 | ||
| Continuing professional development | 21 | ||
| References | 22 | ||
| 3 Getting to Grips with the Terminology | 23 | ||
| Lifelong learning | 23 | ||
| Lifelong learning and work | 24 | ||
| Continuing professional development | 26 | ||
| Profiles and portfolios | 28 | ||
| Experiential learning | 30 | ||
| Reflection | 32 | ||
| Learning outcomes | 33 | ||
| Multidisciplinary teams: the challenge for CPD | 34 | ||
| Progress files and personal development planning | 34 | ||
| Credit frameworks | 35 | ||
| Key skills | 35 | ||
| Glossary of terms | 36 | ||
| References | 36 | ||
| 4 Some Common Themes and Questions Shared | 37 | ||
| Why do I need to compile a profile? | 38 | ||
| Should I buy a ready-made profile? | 39 | ||
| How do I decide which profile to buy? | 39 | ||
| What can I put into it? | 43 | ||
| How long will it take to complete? | 44 | ||
| Who owns my profile? | 44 | ||
| How do I know that the learning I am demonstrating is at the appropriate level? | 44 | ||
| How much information should I include? | 45 | ||
| What should I do if I haven't written for a long time? | 45 | ||
| Where can I go for help? | 46 | ||
| References | 47 | ||
| 5 Getting Started: Creating Your Personal Profile | 48 | ||
| Taking stock | 49 | ||
| Developing a structure | 58 | ||
| Reflecting on past learning | 60 | ||
| Identifying significant learning | 61 | ||
| Proving what you know and can do | 66 | ||
| Constructing your profile | 70 | ||
| References | 75 | ||
| 6 Profiles and Reflective Practice | 76 | ||
| Role of reflection in professional practice | 77 | ||
| Reflection and learning | 78 | ||
| Defining reflection and reflective practice | 80 | ||
| Reflection and profiles | 81 | ||
| Writing and reflecting | 82 | ||
| Confidentiality | 83 | ||
| Reflection – how do you do it? | 85 | ||
| Ideas for further work on reflection | 91 | ||
| References | 92 | ||
| 7 Making Your Learning Count | 94 | ||
| Towards a definition of accreditation | 95 | ||
| Accreditation of continuing professional development | 96 | ||
| National Occupational Standards | 96 | ||
| National Vocational Qualifications | 97 | ||
| Key skills | 99 | ||
| Awarding bodies | 99 | ||
| National Qualifications Framework | 100 | ||
| Accreditation and your portfolio | 101 | ||
| Other awarding bodies | 107 | ||
| 8 Helping Others to Develop a Profile: The Skills of Facilitation | 108 | ||
| Learning from experience | 108 | ||
| Assisting others with their profile | 112 | ||
| Blocks to learning | 113 | ||
| Facilitation skills | 115 | ||
| Planning the profile | 118 | ||
| Establishing ground rules | 122 | ||
| Progress chasing | 123 | ||
| Evaluation | 123 | ||
| References | 124 | ||
| 9 Further Resources: Further Activities to Help You Develop Your Profile | 125 | ||
| Activity 1: Conducting a personal SWOT analysis | 125 | ||
| Activity 2: Mind mapping | 130 | ||
| Activity 3: Goal and action planning | 132 | ||
| Activity 4: Understanding your learning style | 133 | ||
| Activity 5: PEST analysis | 137 | ||
| Goal and action plan form | 140 | ||
| Reference | 141 | ||
| Annotated Bibliography | 142 | ||
| Index | 151 | ||
| A | 151 | ||
| B | 151 | ||
| C | 151 | ||
| D | 152 | ||
| E | 152 | ||
| F | 153 | ||
| G | 153 | ||
| H | 153 | ||
| I | 154 | ||
| J | 154 | ||
| K | 154 | ||
| L | 154 | ||
| M | 155 | ||
| N | 155 | ||
| O | 156 | ||
| P | 156 | ||
| Q | 158 | ||
| R | 158 | ||
| S | 159 | ||
| T | 159 | ||
| U | 160 | ||
| V | 160 | ||
| W | 160 | ||
| Y | 160 |