CHCPRP003

Reflect on and improve own professional practice

Learner Workbook

Instructions to students:

Assessment instructions:

Overview

The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.

Assessment Task

The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:

Complete each question, including any sub-questions;

Provide in-depth research on the topic, using appropriate primary and secondary sources;

Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrolment.

Assessment requirements

The assessments within this document can be completed through several approaches such as:

Observation of real, indisputable actions as they occur;

Written or oral task such as reports, role play, work samples etc;

Portfolios;

Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment.

During the simulation session, the student is required to meet the following requirements:

Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)

Be aware of relevant procedures in case of accident, emergencies, evacuation

Follow the start and finish times, breaks, work routines, etc.

Follow the policies on personal phone calls and personal emails.

The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’

Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.

Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):

You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions.

Competency outcome

Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees.

Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Special needs

Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.

Additional evidence

If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality

All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.

Recognised prior learning

Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.

Academic misconduct

Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:

Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and

Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.

Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:

Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students’ answers, leaving the examination or test answer papers exposed to another student’s view;

Impersonating another student or arranging for someone to impersonate a student in any assessment task;

Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;

Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;

Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.

Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment.

Student Details

Student ID:_____________________________________________________________

Name:_____________________________________________________________

Phone:_____________________________________________________________

Email:_____________________________________________________________

Declaration

I declare that

The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.

The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.

I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.

I will keep a copy of my submitted work (e.g., logbook, or assessment).

I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:

I will perform my work to the best of my ability.

I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.

I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me.

I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.

I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures

I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________

Date: _____________________________________________________________

ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below:

If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task.

The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided.

Student 1:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 2:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 3:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 4:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Date: ___________________

Table of Contents

Instructions to students: 2

Section-A (Q/A) 7

Question 1 7

Question 2 8

Question 3 11

Question 4 12

Question 5 13

Question 6 15

Question 7 16

Question 8 17

Question 9 18

Question 10 21

Section-A checklist – for assessor 22

Section-B 23

Professional Development Plan 23

Section-B checklist – for assessor 26

Supplementary Oral Questions (optional) – for assessor 27

Section-A (Q/A)

Question 1

The following website may assist with this question

http://www.acwa.org.au/

Professional practice as a community worker requires a sound understanding of what professionalism means, the expectations of consumers, employers, the profession and society in general.

Examine a policy as a part of your research and its associated professional expectations. Consider how this policy will impact on your practice and professional growth as a community worker.

Question 2

Why is it important to set goals?

Goal setting is an important method of:

Deciding what is important for you to achieve in your career / life

Separating what is important for you from what is irrelevant and staying focussed on what is important to you

Motivating yourself to achievement

Building your self-confidence based on measured achievement of goals

Set Specific Goals

Set specific measurable goals. If you achieve all conditions of a measurable goal, then you can be confident and comfortable in its achievement. If you consistently fail to meet a measurable goal, then you can adjust it or analyse the reason for failure and take appropriate action to improve skills.

Set Measurable Goals

Clearly define the criteria in your mind for success or achievement of the goal. There should be definable limits on your goals so you know whether or not you have achieved it.

Set Performance, not Outcome Goals (Achievable goals)

This is very important. You should take care to set goals over which you have as much control as possible – there is nothing as dispiriting as failing to achieve a personal goal for reasons beyond your control such failure to gain a particular rotation, rostering issues, injury, or just plain bad luck. Goals based on outcomes are extremely vulnerable to failure because of things beyond your control.

If you base your goals on personal performance or skills or knowledge to be acquired, then you can keep control over the achievement of your goals and draw satisfaction from them. For example, you might set yourself a goal of caring for a person with a tracheostomy, but the opportunity to do so does not arise. If you had set your goal to gain more knowledge and skill in the care of a person with a tracheostomy tube, you have more control over what is possible from research and clinical skills sessions, and can draw satisfaction and self-confidence from its achievement.

Set Realistic Goals

Goals may be set unrealistically high for the following reasons:

Other people: Other people can set unrealistic goals for you, based on what they want. Often this will be done in ignorance of your goals, desires and ambitions.

Insufficient information: If you do not have a clear, realistic understanding of the skills and knowledge to be mastered, it is difficult to set effective and realistic goals.

Always expecting your best performance and

Lack of respect for self: If you do not respect your right to rest, relaxation and pleasure in life then you risk burnout.

Set time frames on your goals

Timelines will place limits on how long you are willing to persist along a particular path, and provide the opportunity to reassess either the goal itself, or the steps you have outlined to achieve the goal.

Setting Goals at the Right Level

Setting goals at the correct level is a skill that is acquired by practice.

You should set goals so that they are slightly out of your immediate grasp, but not so far that there is no hope of achieving them: no-one will put serious effort into achieving a goal that they believe is unrealistic. Personal factors such as tiredness, other commitments and the need for rest, etc. should be taken into account when goals are set.

Thinking a goal through

When you are thinking about how to achieve goals, asking the following questions can help you to focus on the sub-goals that lead to their achievement:

What skills do I need to achieve this?

What information and knowledge do I need?

What help, assistance, or collaboration do I need?

What resources do I need?

What can block progress?

Am I making any assumptions?

Is there a better way of doing things?

Part A

Discuss a professional goal that you have and discuss the steps that are needed to achieve your goal.

Part B

What support networks may you require to reach your goal? Where are they available?

Part C

What further training or specialist advice do you need to reach your goal?

Question 3

With the increasing emphasis on efficiency and effectiveness in health care, how community workers manage their time is an important consideration. Time management is recognized as an important component of work performance and professional practice. Discuss the strategies you will use to develop your time management skills.

Question 4

Self-care is imperative to personal health, sustenance to continue to care for others, and professional growth. Describe how you would care for yourself to ensure that you are able to continue to care for others? Examples may include exercise, relaxation classes, reading, art classes

Question 5

The following website may assist with this question

http://www.learning-styles-online.com/overview/

Learning strategies and styles are described in a range of ways. Following are two examples of ways to categorise different learning strategies and styles. The aim of providing these examples is to stimulate you to think about different learning styles.

Use this information to think about the ways you may have learnt and identify your preferred

approach. Once you have identified your preference you can put into place strategies to

assist you to learn more effectively.

Example One: Visual, auditory and Kinesthetic learning styles

Visual learning styles – this means you learn by seeing and looking.

You will:

Take detailed notes rather than get involved in discussions

Tend to sit in the front so you can see clearly

Benefit from illustrations and presentations, and especially those in colour

Make comments like: “How do you see the situation?”, “What do you see stopping you?”, “Do you see what I am showing you?”

Auditory learning style – this means you learn by hearing and listening.

You will:

Enjoy discussions and talking things through and listening to others

Acquire knowledge by reading aloud

Hum and/or talk to yourself

Make comments like: “I hear you clearly.”, “I’m wanting you to listen.”, “This sounds good.”

Kinesthetic learning style – this means you learn by touching and doing.

You will:

Need lots of breaks and will want to move around

Speak with your hands and gestures

Remember what was done, but have difficulty with what was said or seen

Learn through doing activities

Make comments like: “How do you feel about this?”, “Let’s move forward together.”, “Are you in touch with what I am saying?”

Example Two: Felder-Silverman Learning Style Model

Sensing learners

Concrete, practical, oriented towards facts

and procedures.

Intuitive learners

Conceptual, innovative, oriented toward

theories and meanings.

Visual learners

Prefer visual representations of presented

material – pictures, diagrams, flow charts.

Verbal learners

Prefer written and spoken explanations.

Inductive learners

Prefer presentations that proceed from the

specific to the general.

Deductive learners

Prefer presentations that go from the general to the specific.

Active learners

Learn by trying things out, working with

others.

Reflective learners

Learn by thinking things through, working

alone.

Sequential learners

Linear, orderly, learn in small incremental

steps.

Global learners

Holistic, systems thinkers, learn in large

leaps.

The learning environment is recognised as having an impact in either encouraging or impeding a positive learning experience.

Which learning style/s do you believe represents your own learning style?

Question 6

How would you identify personal and professional development opportunities and options?

Question 7

The following websites may assist with this question

http://www.acwa.org.au/

How can you ensure that you operate within legal and ethical considerations for reviewing and improving own practice, including:

Codes of practice

Duty of care

Rights and responsibilities of workers and employers

Work role boundaries – responsibilities and limitations

Question 8

Reflective practice enables community workers to develop their skills, increase their knowledge, and deal with emotionally challenging situations. Discuss how you will develop reflective practice, including feedback from supervisors and colleagues.

Question 9

The ability to give and receive constructive feedback is crucial to the success of any professional workplace relationship. Think about a time when you were given feedback at your workplace and answer the below questions:

Part A

How involved did you feel in the feedback process? Did you self-assess your own skills before being given feedback? Did you understand the feedback given to you? What did you learn about yourself and your skills as a result of the feedback?

Part B

Did you make any changes to your practice following the feedback? If yes, what was it about the way the feedback was delivered that enabled you to change your practice? If no, why was this?

Part C

Discuss how you would seek support and specialist advice for further training.

Part D

What support networks, internal and external, are available to health professionals within the health sector? List support networks that you may contact if required.

Question 10

Continuous professional development (CPD) is defined as “the means by which members of the professions maintain, improve and broaden their knowledge, expertise and competence, and develop the personal and professional qualities required throughout their professional lives”. In health sector you are required to obtain 20 hours per year of CPD.

How will you reflect on your practice to inform your continuous professional development? Where and how can you find access and review information on current and emerging industry developments to improve and inform evidence-based practice? How will you plan your continuous professional development?

Section-A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)		CHCPRP003 – Reflect on and improve own professional practice
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?				Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?				Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Section-B

Professional Development Plan

The professional development plan is a personal guide for your CPD activities. The learning plan provides a structured way for you to develop learning objectives based on the learning needs you identified following assessment of your practice and to identify and complete learning activities to address the needs you identified.

Identify

The first step in the planning process is to have a clear picture of your career goals. This includes self-reflection and career exploration to help you identify the career path that will bring you the most job satisfaction. Once you’ve identified your career interest, you can identify the related knowledge, skills, and competencies you need to develop in order to reach your career goal.

Assess

Once you have identified the knowledge, skills, and competencies required of your career goal, you will need to assess your current competency in those areas. You may want to review past performance appraisals and feedback you have received from your supervisor or others. Do not focus just on the areas in which you are less skilled, and remember that strengths can also continue to be developed.

Plan

The next step is to create the Personal Development Plan. The Completing the Individual Development Plan Resource Guide (see page 2 of this Guide) provides the step-by-step process for creating the Personal Development Plan. Once you’ve created your plan, you need to share it with your supervisor and possibly a mentor. You should lead the conversation about your development goals as you are the ultimate owner of your own development, however the plan should be mutually agreed upon by you and your supervisor and possibly a mentor.

Act

Once your plan is in place, it is time to get busy completing the learning activities by the timeframes you have identified. Individual development often involves changing behaviours in addition to learning new ones. Research suggests that desired change is more likely to be successful when:

The desired competency is specifically defined

There is commitment and motivation to the behaviour change

An action plan is shared with others

Other people support your behaviour change

The behavioural outcomes are visible and can be measured

Use your calendar to highlight timeframes and schedule time with yourself each week to carry out the learning activities in your plan; a minimum of 30 minutes a week is recommended. Address barriers as they arise and make adjustments to the plan as necessary – remember, this is your individual development plan.

Evaluate

Finally, you need to receive feedback on your progress and evaluate your success in meeting your development milestones. Set follow-up meetings with your supervisor and possibly a mentor. The duration and frequency will depend on specific needs but as a general guideline, a 30 minute meeting every three months is recommended.

Please refer to the guidelines above and fill the CPD table below:

Key Tips for creating a learning plan

Following your reflection and assessment create a learning plan that focuses on the priority area you identified.

Develop realistic learning objectives by asking:

What knowledge/skill do you want to gain?

How will you acquire this knowledge/skill?

What performance do you expect to demonstrate as a result of this new learning?

When will this learning be accomplished?

How does this relate to your role and practice?

The learning objective and outcome should be relevant to your work outcome as community worker

Provide evidence for the goals that you have completed. The evidence you submit will greatly vary depending on the goals you have set for yourself. Evidence may include but are not limited to:

Certificate or a statement of attainment or other similar documentation

Proof of attendance for events you have attended

Meeting minutes

Letter of acknowledgement

Email correspondence

Screenshot of online forums that you have participated in

Section-B checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)		CHCPRP003 – Reflect on and improve own professional practice
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?				Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?				Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature