Lifelong Learning Skills and Dr. Swapna Williamson Talk
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Dr Swapna Williamson
Associate Professor
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The session will focus on:
1.
Aim and Objectives
2.
Learning in healthcare context
3.
Adult learning
4. Learning in the workplace
5.
Thinking points
6.
Lifelong learning skills development tools
7.
Conclusion
Healthcare Support Worker VOICE -
7
th
December 2018
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b
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:
Discuss the core lifelong learning skills and their impact
on personal and professional development.
Apply and adapt lifelong learning skills in the workplace.
Motivate and inspire others as role models.
Healthcare Support Worker VOICE -
7
th
December 2018
Consider the following points:
W
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s
i
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s
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a
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t
?
When does it end?
Where and how do we learn?
Learning is the process of acquisition of knowledge, skills,
attitudes and values to draw out the potential of an individual
and to achieve a desirable change in behaviour.
L
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g
Health Care Support Worker VOICE -
7
th
December 2018
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Lifelong learning is a process of formal and informal
learning in pursuit of knowledge and skills throughout
one’s life ensuring continuous development, reflecting
and improving performance both personal and
professional.
What are the lifelong learning skills for practitioners?
Health Care Support Worker VOICE -
7
th
December 2018
Health Care Support Worker VOICE -
7
th
December 2018
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:
Providing safe care
Improving the quality
care and patient
experience.
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Constitute 47 per cent of the total NHS workforce
(Council of Deans of Health,2013)
Interest has grown in the role of Health Care Support
Workers and Care Assistants working in the Health care
sector since the Cavendish review in 2013.
Better training opportunities and utilisation of skills of
support workers can contribute to greater efficiency and
reduction in healthcare costs. (Skills for Health, 2014)
Health
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are Support Worker VOICE -
7
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December 2018
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Deliver hands-on care in hospitals, care homes and the
homes of individuals.
Help people to live independently and support the
vulnerable people, thus reducing the financial strain on
the NHS.
Take on more demands/challenging tasks i.e., caring for
more frail elderly people.
Ensure that service-users are treated with care, respect,
dignity and compassion in the NHS and social care
setting
(Excerpt from the Independent Review: Cavendish, 2013)
Health
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are Support Worker VOICE -
7
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December 2018
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Science & Information technology
– new health
conditions, treatment modalities and technology-based
practice.
Diversity
- patients/service users are more
knowledgeable with high expectations.
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Population is ageing
– caring has become increasingly
complex and challenging.
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Health Care Support Worker VOICE -
7
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December 2018
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:
Continue to learn to update their knowledge and skills
to address the diverse and complex needs of patients
as well as meeting the ever-changing demands within
healthcare workforces.
Keep abreast with the recent development of care
strategies based on best available evidence.
Health Care Support Worker VOICE -
7
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December 2018
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Recommendation1.3: Cavendish Review, 2013 states:
Common training standards across health and social care
“Certificate of Fundamental Care” before working
unsupervised.
to progress to their potential.
to draw on core knowledge, values and approaches to
care.
to improve the knowledge and skills of the HCSW.
Health Care Support Worker VOICE -
7
th
December 2018
Health Care Support Worker VOICE -
7
th
December 2018
HCSWs are subject to the Code of Conduct (Skills for Care,
Skills for Health 2013).
Standard 6 in the Code of Conduct requires:
“As a Healthcare Support Worker ………in England you
must:
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Self-concept, self-awareness
Readiness to learn
Goal directed
Life experience
Intrinsically motivated (
extrinsic motivation does
influence intrinsic motivation
)
(Knowles 1984)
Health Care Support Worker VOICE -
7
th
December 2018
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:
Classroom based learning which follows a set of
syllabus/curriculum.
Innovative and future-led education involving transferable
skills.
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(Brockett & Hiemstra 1991, Williamson 2007)
Health Care Support Worker VOICE -
7
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December 2018
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Reflective learning is an active learning process to monitor,
evaluate and revise own practice continuously, update
knowledge and skills. (Schön,1987)
Reflective Process
Self-assessment/monitoring to recognise the areas
requiring further development
Metacognition
Maintaining a portfolio of evidence of learning
Health Care Support Worker VOICE -
7
th
December 2018
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…
Create a +ve learning culture at practice level.
Facilitate appropriate skill mix.
Share good practice - oral presentations/publishing.
Learn from errors.
Encourage attendance for in-house training.
Encourage - seminars/workshops/conferences.
Improve service by reflecting on and in practice.
Health Care Support Worker VOICE -
7
th
December 2018
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Individual learning – reflective and active learning.
Inter-professional team learning –to recognise,
share and value the healthcare professionals’
roles and responsibilities.
Collaborative and collective learning to impact on
organisational performance.
Patient/service user involvement in learning.
Health Care Support Worker VOICE -
7
th
December 2018
Set the standard and demonstrate leadership skills
critical to provide safe and quality patient care
Value the HCSW as a strategic resource to the NHS and
social care.
Value and create a good team working environment for
all staff.
Identify the learning needs of the HCSW and monitor
progress.
Motivate and support the HCSW to learn and progress.
Lead and supervise learning in clinical practice and
provide feedback.
T
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:
Health Care Support Worker VOICE -
7
th
December 2018
T
h
i
n
k
i
n
g
p
o
i
n
t
:
1. Where does your role sit?
Self-awareness as HCSW role.
Self- assess to identify own learning needs.
Participate and identify learning opportunities.
2.
Discussion point
How to facilitate developing lifelong learning skills?
Are there any learning tools of developing and
maintaining lifelong learning skills?
Who should provide support and guidance?
Health Care Support Worker VOICE -
7
th
December 2018
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s
Self-directed learning readiness scale (SDLRS)
(Guglielmino, 1977)
Self-rating scale of self-directed learning (SRSSDL)
(Williamson 2007)
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.
Health Care Support Worker VOICE -
7
th
December 2018
C
o
n
c
l
u
s
i
o
n
Learning is a continuous process and it never ends.
We live in an ever-changing work/health and social care
environment. HCSWs are an integral part of healthcare workforce;
they should be valued.
It is important that all service providers – directly and indirectly
involved in the provision of care need to adapt and keep abreast
with the advancements in healthcare in order to provide research
informed patient care and be a role model to others in the
workplace.
C
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.
Health Care Support Worker VOICE -
7
th
December 2018
Health Care Support Worker VOICE -
7
th
December 2018
“
…
o
n
c
e
y
o
u
s
t
o
p
l
e
a
r
n
i
n
g
y
o
u
s
t
a
r
t
d
y
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g
”
Albert Einstein
R
e
f
e
r
e
n
c
e
s
:
•
Brockett, R. G. & Hiemstra, R. (1991) A conceptual framework for
understanding self-direction in adult learning in
Self- Direction in Adult
Learning: Perspectives on Theory, Research, and Practice
, London UK:
Routledge.
•
Cavendish, C (2013) The Cavendish Review: An Independent Review into
Healthcare Assistants and Support Workers in the NHS and social care
settings.
•
Guglielmino M (1977)
Development of the Self-directed Learning
Readiness Scale
. Doctoral
dissertation, University of Georgia. Dissertation
Abstracts International. 38, 6467A.
•
Knowles, M. (1984) Andragogy in Action. San Francisco: Jossey-Bass.
Healthcare Support Worker VOICE -
7
th
December 2018
R
e
f
e
r
e
n
c
e
s
•
Schön, D.(1987) Educating the Reflective Practitioner. San
Francisco: Jossey Bass
•
Skills for Care, Skills for Health (2013) Code of Conduct for
Healthcare Support Workers and Adult Social Care Workers in
England.
•
Stuart CC (2013) Assessment, Supervision and Support in Clinical
Practice. London: Churchill Livingstone.
•
Williamson SN (2007) The Development of Self-Rating Scale of
Self-Directed Learning.
Nurse Researcher
. 14(2) 65 – 72.
Healthcare Support Worker VOICE -
7
th
December 2018
A
n
y
Q
u
e
s
t
i
o
n
s
?
Health Care Support Worker VOICE -
7
th
December 2018
Lifelong learning skills are essential for personal and professional development. Learning never truly ends, as demonstrated by Dr. Swapna Williamson, an Associate Professor in North London. Join her on December 7th from 9:00 AM to 4:00 PM at Auditorium, 2nd floor, Stewart House, to explore how lifelong learning can enhance your healthcare support worker journey. This event is a valuable opportunity to gain insights and practical knowledge in a welcoming environment. Don't miss this chance to invest in your growth and success.
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Presentation Transcript
What are lifelong learning skills? When does learning end? Dr Swapna Williamson Associate Professor North London Healthcare Support Worker VOICE 7th December 09:00 04:00 pm Auditorium 2nd floor Events Centre, Stewart House, 32 Russell Square, WC1B 5DN
Healthcare Support Worker VOICE - 7th December 2018 The session will focus on: 1. Aim and Objectives 2. Learning in healthcare context 3. Adult learning 4. Learning in the workplace 5. Thinking points 6. Lifelong learning skills development tools 7. Conclusion
Healthcare Support Worker VOICE - 7th December 2018 Aim: To gain an insight into the concept of learning, lifelong learning skills in healthcare and their significance in personal and professional development. Objectives: Discuss the core lifelong learning skills and their impact on personal and professional development. Apply and adapt lifelong learning skills in the workplace. Motivate and inspire others as role models.
Health Care Support Worker VOICE - 7th December 2018 Learning Learning is the process of acquisition of knowledge, skills, attitudes and values to draw out the potential of an individual and to achieve a desirable change in behaviour. Consider the following points: When does it start ? When does it end? Where and how do we learn?
Health Care Support Worker VOICE - 7th December 2018 Lifelong learning Lifelong learning is a process of formal and informal learning in pursuit of knowledge and skills throughout one s life ensuring continuous development, reflecting and improving performance both personal and professional. What are the lifelong learning skills for practitioners?
Health Care Support Worker VOICE - 7th December 2018 Workforce in healthcare G o v e r n m e n t a n d R e g u l a t o r y b o d i e s u t c i v e s Goals: Providing safe care Improving the quality care and patient experience. e x a g E n e a r s M S e r v i c e p r o v i d e r s Patient & Service users Primary care Secondary careMidwifery care Health Care support Workers
Health Care Support Worker VOICE - 7th December 2018 Health Care Support Workers Constitute 47 per cent of the total NHS workforce (Council of Deans of Health,2013) Interest has grown in the role of Health Care Support Workers and Care Assistants working in the Health care sector since the Cavendish review in 2013. Better training opportunities and utilisation of skills of support workers can contribute to greater efficiency and reduction in healthcare costs. (Skills for Health, 2014)
Health Care Support Worker VOICE - 7th December 2018 Roles & responsibilities of HCSWs Deliver hands-on care in hospitals, care homes and the homes of individuals. Help people to live independently and support the vulnerable people, thus reducing the financial strain on the NHS. Take on more demands/challenging tasks i.e., caring for more frail elderly people. Ensure that service-users are treated with care, respect, dignity and compassion in the NHS and social care setting (Excerpt from the Independent Review: Cavendish, 2013)
Health Care Support Worker VOICE - 7th December 2018 Changing landscape of health and social care & its impact Science & Information technology new health conditions, treatment modalities and technology-based practice. Diversity - patients/service users are more knowledgeable with high expectations. Also the diversity of their culture and ethnicity continue to increase requiring more skilled and competent HCSWs. Population is ageing caring has become increasingly complex and challenging. Research-informed patient care evidence-based practice.
Health Care Support Worker VOICE - 7th December 2018 In the current healthcare context: Healthcare Support Workers are required to: Continue to learn to update their knowledge and skills to address the diverse and complex needs of patients as well as meeting the ever-changing demands within healthcare workforces. Keep abreast with the recent development of care strategies based on best available evidence.
Health Care Support Worker VOICE - 7th December 2018 Training and development of HCSW Recommendation1.3: Cavendish Review, 2013 states: Common training standards across health and social care Certificate of Fundamental Care before working unsupervised. to progress to their potential. to draw on core knowledge, values and approaches to care. to improve the knowledge and skills of the HCSW.
Health Care Support Worker VOICE - 7th December 2018 Code of Conduct for Healthcare Support Workers HCSWs are subject to the Code of Conduct (Skills for Care, Skills for Health 2013). Standard 6 in the Code of Conduct requires: As a Healthcare Support Worker in England you must: Strive to improve the quality of healthcare, care and support through continuing professional development.
Health Care Support Worker VOICE - 7th December 2018 Adult learning Characteristics of adult learners Self-concept, self-awareness Readiness to learn Goal directed Life experience Intrinsically motivated (extrinsic motivation does influence intrinsic motivation) (Knowles 1984)
Health Care Support Worker VOICE - 7th December 2018 Learning types: Formal learning/Institution-led learning: Classroom based learning which follows a set of syllabus/curriculum. Innovative and future-led education involving transferable skills. Informal learning learning also outside the classroom. Self-directed learning*** - the onus remains with the individual to continue to update knowledge and skills as an adult learner through reflection facilitated by teacher/instructor. (Brockett & Hiemstra 1991, Williamson 2007)
Health Care Support Worker VOICE - 7th December 2018 Reflective learning Reflective learning is an active learning process to monitor, evaluate and revise own practice continuously, update knowledge and skills. (Sch n,1987) Reflective Process Self-assessment/monitoring to recognise the areas requiring further development Metacognition Maintaining a portfolio of evidence of learning
Health Care Support Worker VOICE - 7th December 2018 Learning in the workplace goals Create a +ve learning culture at practice level. Facilitate appropriate skill mix. Share good practice - oral presentations/publishing. Learn from errors. Encourage attendance for in-house training. Encourage - seminars/workshops/conferences. Improve service by reflecting on and in practice.
Health Care Support Worker VOICE - 7th December 2018 Learning in the workplace - approaches Individual learning reflective and active learning. Inter-professional team learning to recognise, share and value the healthcare professionals roles and responsibilities. Collaborative and collective learning to impact on organisational performance. Patient/service user involvement in learning.
Health Care Support Worker VOICE - 7th December 2018 The role of line manager/clinical learning facilitator: Set the standard and demonstrate leadership skills critical to provide safe and quality patient care Value the HCSW as a strategic resource to the NHS and social care. Value and create a good team working environment for all staff. Identify the learning needs of the HCSW and monitor progress. Motivate and support the HCSW to learn and progress. Lead and supervise learning in clinical practice and provide feedback.
Health Care Support Worker VOICE - 7th December 2018 Thinking point: 1. Where does your role sit? Self-awareness as HCSW role. Self- assess to identify own learning needs. Participate and identify learning opportunities. 2. Discussion point How to facilitate developing lifelong learning skills? Are there any learning tools of developing and maintaining lifelong learning skills? Who should provide support and guidance?
Health Care Support Worker VOICE - 7th December 2018 Lifelong learning skills development tools Self-directed learning readiness scale (SDLRS) (Guglielmino, 1977) Self-rating scale of self-directed learning (SRSSDL) (Williamson 2007) Note: Both learning tools have been used world-wide by higher education academics to facilitate students self-directed lifelong skills across the disciplines.
Health Care Support Worker VOICE - 7th December 2018 Conclusion Learning is a continuous process and it never ends. We live in an ever-changing work/health and social care environment. HCSWs are an integral part of healthcare workforce; they should be valued. It is important that all service providers directly and indirectly involved in the provision of care need to adapt and keep abreast with the advancements in healthcare in order to provide research informed patient care and be a role model to others in the workplace. Continuous reflection on one s own learning experiences, strengths and weaknesses, self-monitoring, improvement, evaluation and change will result in self-directed lifelong learning.
Health Care Support Worker VOICE - 7th December 2018 once you stop learning you start dying Albert Einstein
Healthcare Support Worker VOICE - 7th December 2018 References: Brockett, R. G. & Hiemstra, R. (1991) A conceptual framework for understanding self-direction in adult learning in Self- Direction in Adult Learning: Perspectives on Theory, Research, and Practice, London UK: Routledge. Cavendish, C (2013) The Cavendish Review: An Independent Review into Healthcare Assistants and Support Workers in the NHS and social care settings. Guglielmino M (1977) Development of the Self-directed Learning Readiness Scale. Doctoraldissertation, University of Georgia. Dissertation Abstracts International. 38, 6467A. Knowles, M. (1984) Andragogy in Action. San Francisco: Jossey-Bass.
Healthcare Support Worker VOICE - 7th December 2018 References Sch n, D.(1987) Educating the Reflective Practitioner. San Francisco: Jossey Bass Skills for Care, Skills for Health (2013) Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England. Stuart CC (2013) Assessment, Supervision and Support in Clinical Practice. London: Churchill Livingstone. Williamson SN (2007) The Development of Self-Rating Scale of Self-Directed Learning. Nurse Researcher. 14(2) 65 72.
Health Care Support Worker VOICE - 7th December 2018 Any Questions?
