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Had the first lecture of the module, learnt about what would be required of me for this module, feel quite anxious about time management and what I will do.

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Done my first SWOT analysis. (Attach picture)

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Decided on my focus for this module, due to time constraints I decided it would be better to go with something that I'm already included in. Worried about ethical clearance for this but will cover any concerns in my proposal.

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I've decided to base my CPP learning around the fact that I'm caring/organising care for an elderly couple I know personally. These are two people in their nineties that I've known and been close with my entire life. They are starting to struggle with day to day tasks.

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https://www.mariecurie.org.uk/help/support/being-there/helping-someone-cope/family-friends-help

https://www.dsc.org.uk/wp-content/uploads/2016/02/Understanding-Professional-Boundaries.pdf

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Met with steve discussed progression of studies concerns etc

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- conflict between family members
- lack of support available.
- End of life care, being professional.
- Maintaining boundaries.
- dealing with time management, spending 20+ hours a week in this situation, whilst also working 24 hours a week, doing a degree, raising children and maintaining a household.
- remaining objective.

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Over the half term I realised it wouldn't be possible to continue with the current direction of my CPP, as I was no longer in the situation of caring for the two people in question and so I wouldn't be able to continue working on areas I had picked to develop.
Emotionally it has been a stressful and difficult time, looking forward to the CPP module I have reflected on different areas I would like to improve and that would help me.

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I feel less anxious now I know what direction I'm going in however I still feel anxious about whether I'll be able to submit in time.

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To aid me with my reflections I will be using Gibbs Reflective cycle, University of Edinburgh (2022) provide a useful toolkit to aid with the use of Gibbs' cycle.

https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle

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One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Below is further information on:

The model

Gibbs' reflective cycle

This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

For each of the stages of the model a number of helpful questions are outlined below. You don't have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.

Description

Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.

Helpful questions:

Example of 'Description'

Feelings

Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.

Helpful questions:

What were you feeling during the situation?

Example of 'Feelings'

Evaluation

Here you have a chance to evaluate what worked and what didn't work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.

Helpful questions:

What was good and bad about the experience?

Example of 'Evaluation'

Analysis

The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.

Helpful questions:

Example of 'Analysis'

I think the reason that our initial division of work went well was because each person had a say in what part of the assignment they wanted to work on, and we divided according to people's self-identified strengths. I have experienced working this way before and discovered when I'm working by myself I enjoy working in areas that match my strengths. It seems natural to me that this is also the case in groups.

I think we thought that this approach would save us time when piecing together the sections in the end, and therefore we didn't think it through. In reality, it ended up costing us far more time than expected and we also had to stress and rush through the rewrite. I think the fact we hadn't planned how we were writing and structuring the sections led us to this situation.

I searched through some literature on group work and found two things that help me understand the situation. Belbin's (e.g. 2010) team roles suggests that each person has certain strengths and weaknesses they bring to a group. While we didn't think about our team members in the same way Belbin does, effective team work and work delegation seems to come from using people's different strengths, which we did.

Another theory that might help explain why we didn't predict the plan wouldn't work is 'Groupthink' (e.g. Janis, 1991). Groupthink is where people in a group won't raise different opinions to a dominant opinion or decision, because they don't want to seem like an outsider. I think if we had challenged our assumptions about our plan - by actually being critical, we would probably have foreseen that it wouldn't work. Some characteristics of groupthink that were in our group were: 'collective rationalisation' - we kept telling each other that it would work; and probably 'illusion of invulnerability' - we are all good students, so of course we couldn't do anything wrong.

I think being aware of groupthink in the future will be helpful in group work, when trying to make decisions.

Conclusions

In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.

Helpful questions:

What did I learn from this situation?

Example of a 'Conclusion'

Action plan

At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently - such that you don't only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful.

Helpful questions:

If I had to do the same thing again, what would I do differently?

Example of 'Action Plan'

Different depths of reflection

Depending on the context you are doing the reflection in, you might want use different levels of details. Here is the same scenario, which was used in the example above, however it is presented much more briefly.

Short example of Gibbs' reflective cycle:

Feelings:

Adapted from
Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

This article was published on

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One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

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1. Why diabetes is important to learn about and how it will help with management of person-centered care.
2. How changing focus halfway through has impacted me and what I have learnt about myself, my motivation and how to cope with stress but also how stress has affected my motivation.

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Strengths:

Keen to learn more

Some experience

Plenty of resources online

Online course will be beneficial due to time constraints.

Weaknesses:

Lack of confidence about management of care

Not sure about the complications that can arise from having diabetes

Online means no practical experience which is how I learn best.

No support from workplace

Opportunities:

Increase my confidence in management of diabetes.

Demonstrates my ambition to deliver person centered care.

Work with other health professionals to increase

Offers me more knowledge as I would like to work in the area of social prescribing.

Threats:

Lack of time

Lack of support with learning

Motivation is intrinsic.

No practical application to learning.

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Diabetes in Healthcareis an introductory diabetes education tool for healthcare professionals covering Type 1 and Type 2 diabetes. It has been developed by Diabetes UK and Bupa to allow easy access to good-quality diabetes education. Start the Diabetes in Healthcare course

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Now I've completed the course I feel quite positive, i've enjoyed what I've learnt

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Six principles to enhance health workforce flexibility (nih.gov)
Type 2 diabetes in adults: management (nice.org.uk)
NICE impact diabetes
integrated diabetes care (pdf, 648kb).pdf

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Six principles to enhance health workforce flexibility

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This paper proposes approaches to break down the boundaries that reduce the ability of the health workforce to respond to population needs, or workforce flexibility.Accessible health services require sufficient numbers and types of skilled workers to ...

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Why is diabetes important to my professional practice? 

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Why is diabetes important to my professional practice? 

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In 2019 there were 3.9million people in the UK diagnosed with diabetes, alongside an estimated million more undiagnosed. This shows an increase of 100,000 from the previous year. If it continues to increase at the current rate there will be up to 5.3million with diabetes in the UK by 2025 (Diabetes UK, 2019).
While diabetes is an increasing demand on NHS services it is also relevant to consider account its affect on the wider health and social care sector as the prevalence of diabetes increases with age and our society is rapidly ageing, therefore it is vital that those within the sector understand the impact of diabetes and the complications that can arise from it (Sinclair & Meeus, 2013).

So far, research into the impact and cost of diabetes has mainly been focused from a health only perspective however, by 2030 there will be an estimated 130,000 people in local authority care with diabetes, this fuels the need for a re-appraisal of the way diabetes is seen, managed and prioritised within the health & social care sector (Sinclair & Meeus, 2013).

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 Massachusetts Medical Society (2022) 'Person Centered Care'. Available at: https://catalyst.nejm.org/doi/full/10.1056/CAT.17.0559 (Accessed 15th march 2022). 

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I chose this picture to briefly demonstrate what I believe person centred care means. I will reflect further upon this in my essay as I believe understanding and demonstrating my knowledge is a key element to help my professional development.

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I thought as I progressed with this module I may feel less stressed but I worry the more time I spend on this module the less time I'm doing other things. I'm really struggling to find the motivation to complete it.

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As part of my CPP module I completed an online course about the management of diabetes. The course consisted of watching videos, reading information, and then completing an assessment at the end, needed 80% to pass the course and gained 80%.  As an outcome I was able to gain a certificate that I can use for CPP and enhanced my knowledge. I chose this mainly to gain more knowledge about diabetes but also to adapt my knowledge to suit those I care for.

I felt keen to learn more, but also anxious to complete something for CPP. Beforehand I felt like I just wanted to do something for CPP, afterwards I was glad I’d done it, it has made me feel more confident. Also has increased my passion that everyone should have care tailored to their individual needs. I spoke to my manager about what I was doing and feeling, and she was pleased, informed me if I want further training, she can speak to the office about what can be offered. While I was completing the course, I was worried about not passing, or not learning enough to help my confidence. Now I’ve completed the course I feel much more competent in my care for those with diabetes.

I feel the overall experience was positive although I would have liked to have done a more comprehensive course, there was a six week one which I would have been able to do had I investigated earlier. The course went well, and I was pleased with it, it was very thorough, especially considering it was a free course. The thing that didn’t go well however was my time management which then prevented me from doing a more in-depth course. This led my contribution to the learning to be somewhat lacking, had I have been more organised I would have been able to do more.

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When I initially started this module, I was unsure as to what path to take, there were limited work opportunities and lack of time presented a challenge to me. I decided as at the time I was caring for relatives I would use that experience and aspects of it for my CPP. I spoke with my module leader about this and had some potential areas of development to focus on as well as reflect on afterwards, I was also able to ascertain how I would gain ethical clearance for this.

Sadly, however the lady I was helping to care for passed away and her husband moved into nursing care, personally this was a challenge for me to deal with but it also presented a threat to this module, for a while I wasn’t sure what I was going to do until I decided that an area of weakness for me was management of diabetes.

Changing focus hallway through as well as other ongoing commitments really presented a challenge to me, I normally thrive under pressure but I didn’t feel as though I was thriving, more floundering.

As it says at the start of my logbook, I felt anxious from the start of this module, and that anxiety only increased as pressure, academically and personally increased. I don’t usually consider myself an anxious person, but I felt (and still feel) that events that have happened in the last few months have had a profound impact not just on me but also my academic and professional abilities. The intensity that I feel stress has increased and effects more than I realised. It also affected my motivation, both in CPP and other aspects of my course. Looking back, I’m proud that I haven’t given up, although I have come close many times and thought about deferring my course. As I reflect on the experience I’m astounded at how much stress has affected my motivation, especially considering the professional situations I have dealt with over the years, for me personally this is the first time that I’ve really had to stop and take stock of why my motivation is at such a low point and how I will overcome it.

The positive side of this is experience is that it has taught me to be more aware of my stress levels and acknowledge when things become too much, nonetheless the negative side of the experience has been overwhelming at times. I’m pleased with what I’ve learnt from my course, looking back I think that went well. What I didn’t feel went well though was the time management throughout, having to change my focus halfway through and starting again. I was glad of support from those around me as I look to take steps to deal with stress and my emotions.

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Strengths:

I feel more confident in my knowledge around warning signs for diabetes and what to do.

When assisting in planning care for those who have diabetes I feel more knowledgeable.

My learning shows my devotion to delivering and planning person centered care.

My new knowledge can be passed on to colleagues.

Weaknesses:

Limited practical experience in planning the management of diabetes.

The online course was not as in depth as others.

Opportunities:

Been given a chance for more training from my employer

Found an array of online course to scaffold my knowledge further.

Reflecting on my emotions has given me a wider viewpoint on how to overcome challenges.

Future training around the fundamental standards set by the CQC will help me if I become a registered manager in a care home.

Threats:

Lack of time to complete future courses.

Limited support from employer.

My own mental health is a threat to future motivation and coping strategies.

Fear of failure can sometimes make me want to give up.

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I have attached the links to some online courses that i would like to complete. There are also some courses that my employer is going to provide.

https://www.highspeedtraining.co.uk/health-and-nutrition/diabetes-training-course-online.aspx

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Diabetes is a health condition that requires strict monitoring and management. While this can usually be done by the individual, it's essential that anybody who spends time with them knows how to help should it be needed.

This course teaches you about the different types of diabetes, the possible complications associated with them, and how to manage the condition to reduce the risk of these complications. By taking this training, you will have an in-depth knowledge of diabetes and be confident in offering help and support.

Who should take this course?

This course is suitable for anybody who spends time around someone with diabetes. People who would benefit from this training include:

Teachers, teaching assistants, and teaching support staff.

Sports coaches and group leaders.

Gym staff.

Care workers.

Healthcare staff.

Certification

All of our courses are accredited by the CPD Certification Service as conforming to universally accepted Continuing Professional Development (CPD) guidelines.

On successful completion of the course you will be sent a quality assured certificate through the post the next working day. This can be used to provide evidence for compliance and audit.

This certificate does not have an expiry date. However, based on industry best practice guidelines, the recommended renewal period for this training is 3 years. We will print this recommended renewal date on your certificate.

Skills for Health Quality Mark Digital

High Speed Training was the very first training provider to be awarded the prestigious Skills for Health Quality Mark Digital. Skills for Health is the UK's Sector Skills Council for Health, responsible for informing national policy, maintaining the Core Skills Training Framework (CSTF) and championing the entire UK healthcare workforce.

The Skills for Health Quality Mark Digital demonstrates exceptional, quality assured learning and development. Meaning that our training processes have met rigorous quality assurance assessment and nationally recognised expectations of the UK health sector.

Skills for Care Endorsed Training Provider

Our Commitment to Health and Social Care

High Speed Training has supported thousands of Health and Social Care workers in gaining accredited certificates to help them deliver safe and effective care. We best serve care providers by committing to being at the forefront of sector issues, policy and legislation, ensuring our training is up-to-date, comprehensive and meaningful.

As part of our commitment to Health and Social Care, we have worked hard to build partnerships with authorities and leading bodies, including Care England, Health and Social Care Alliance Scotland (the ALLIANCE), and the National Care Forum (NCF).

Screenshots (click to view)

If you wish to try this course then register for a demo by clicking the 'interactive demo' button. You will be given the option to purchase and continue with your course at the end of your demo!

Interactive Demo

Course content

Download Course Overview (PDF)

Aims of the course

Upon completion of this course, you will understand:

The different types of diabetes, how they are caused, and their common symptoms.

The long-term complications of diabetes and how to prevent them.

The short-term risks of diabetes and how to prevent and treat them.

General recommended targets for blood glucose levels and blood pressure.

The importance of blood glucose monitoring.

The various forms of treatment for diabetes, including insulin, medication, diet, and exercise.

How to manage diet by counting carbohydrates and referring to foods' glycaemic index (GI).

How diabetes impacts on a person's day-to-day life, including driving, pregnancy, sex life, and their emotional wellbeing.

Assessment

The online assessment is taken on completion of the training. You will be asked 20 multiple choice questions with a pass mark of 90%. The answers are marked automatically, so you'll know instantly whether you have passed. If you don't pass first time, don't worry! You can take the test as many times as you need with no extra charge.

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High Speed Training | Over 160 Online Training Courses

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Diabetes is a health condition that requires strict monitoring and management. While this can usually be done by the individual, it's essential that anybody who spends time with them knows how to help should it be needed.

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https://cpd.diabetes.org.uk/emotional-wellbeing?_gl=1*1g9btq*_ga*MjEwOTcwNDY5My4xNjQ2ODU3MjI2*_ga_J1HFNSGEX6*MTY0ODExOTc3MC45LjEuMTY0ODEyMDY5NC42MA..

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The scope of this module does not extend to:

Children and adolescents with type 1 or type 2 diabetes, as the advice may not be appropriate to this age group

Adults with other types of diabetes (e.g. gestational, MODY, LADA). It may be appropriate to apply parts of this course but we advise you to use your professional judgement before doing so

People with language, cultural, cognitive, health literacy, or other barriers. It may be reasonable to extrapolate from this guide and use your professional judgement. This course will be regularly updated so if you have any specific recommendations for each of these diverse groups please do let us know by emailing healthcare@diabetes.org.uk

It's important to tailor your approach to the needs of the person, taking into account individual priorities and preferences

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The scope of this module does not extend to: Children and adolescents with type 1 or type 2 diabetes, as the advice may not be appropriate to this age group Adults with other types of diabetes (e.g. gestational, MODY, LADA).