The Importance of Continuing Professional Development

This essay aims to discuss the brilliance of Continuing Professional Development (CPD) in spite of appearance a National wellness Service (NHS) medical imaginativeness department and how it contributes to delivering elevated theatrical role patient-centred c be. It leave include any associated advantages and/or disadvantages to the NHS and vision department and discuss the uphold of compulsory CPD associated with management and assistance delivery. Finally, radiography specific interpreters of CPD streamly documented within the NHS will we stated with suggestions for increased uptake of CPD within imaging departments.CPD is described by the Health Professionals Council (HPC) as a range of insureing activities with which individuals fag end maintain and pay back passim their locomotes, to ensure that they control a capacity to entrust legally, safely and effectively within an evolving scene of practice (HPC, 2006 1). All radiographers essential be registered by th e HPC in severalise to practice in the United Kingdom ensuring regulation and shape with incontrovertible stock(a)s of practice. This at that placefore raises public protection.In 2005 the HPC made CPD a mandatory essential for all health professionals in ordering to run registered, or if innovation registration (SCoR, 2008 5). Registrants are required to delay accurate, continuous and up-to-date CPD records of activities. This includes professionals in full or part- date work, in management, research or schooling (HPC, 2006 3). The activities should be varied and include for example, work based eruditeness, professional activity, evening gown pedagogy and self directed learning which should shake relevance to current or future practice (HPC, 2006 2).The practitioner must aim to level that the gauge of their practice, receipts delivery and avail user strike benefited as a root of the CPD. In addition to patients, usefulness user alike encompasses clients, dep artment-team and students (HPC, 2006 4). To ensure compliance with HPC standards, a random selection of registrants are audited with their CPD visibleness being submitted and reviewed. The practitioners profile must demonstrate a representative sampling of activities, with a minimum of twelve recorded pieces spanning the previous two geezerhood documenting professional ontogenesis. HPC, 2006 3).The process of CPD requires the practitioner to review their practice regularly, in order to identifying learning requirements (SCoR, 2008 1). After performance of the CPD activity, an evaluation and written statement summarises its seismic disturbance, fibre and value to future practice (SCoR, 2008 2). Although some CPD learning activities will materialize spontaneously it whitethorn also be done through tidings with a manager (SCoR, 2008 4).This continuous process maintains and enhances expertise, knowledge and competence, both officially and folksyly beyond initial training (Jones and Jenkins, 2007 7). It allows ongoing cultivation through life-long learning and ensures the practitioner light upons their full potential, helping provide a high quality patient-centred service, based on up to date evidence (RCR, 2007 10). The overture of diagnostic imaging and the demand for imaging services in the NHS has significantly affected the role of the radiographer ( smith and Reeves, 2010 1).Understanding that radiographers initial training is non sufficient for the duration of their career, coupled with many significant politics victimisations, has exclamatory the need for CPD with associated advantages and disadvantages to the NHS and imaging department (Jones and Jenkins, 2007 7). French and Dowds (2008 193), suggests that through CPD, professionals can deliver the goods professional and in the flesh(predicate) growth, acquire, develop and improve skills required for raw(a) roles and responsibilities.In confine of this Lee (2010 4) suggests that CPD rela ted to self-confidence, ameliorate ability to problem solve, with a greater understanding of local and national organisational postulate. However, it was consistently found that new skills and knowledge deriving from CPD activities could not be utilised, due to trust protocols and policies (Lee, 2010 3). This suggests that when CPD is attach and applied effectively it is advantageous to both the practitioner, imaging department and NHS, however the organisation can restrict its application, so not utilising its potential benefits (French and Dowds, 2008 195).High-quality, embody effective patient-centred care is central to the modernisation of health service. To achieve this government policy is focussing on multi-professional working, new roles and increased flexibility throughout the workforce (RCR, 2006 6). Therefore, a practitioners ability to extend and admit their roles within this rapidly changing environment is central to the NHSs and imaging departments tuition (Jo nes and Jenkins, 2007 7). Gould et al (2007 27) suggests reduced patient mortality has been strongly correlated with CPD and patient outcomes are improved with multi-professional team-working.However Gibbs (2011 3) suggests that tensions may occur with instruction execution of a multi-professional approach to working, resulting from practitioners preferring to stay within old(prenominal) professional boundaries. Although this suggests there are significant patient benefits to role adaption as a result of CPD, It may only when be utilised if practitioners have the willingness and motivation to develop their roles (Gould et al, 2007 31). With role adaptation initiatives however, there are risks of reduced standards of care with practitioners needing to remain aware of their scope of practice and accountability (RCR, 2006 10).To ensure clinical administration standards are maintained audits should be used to check performance and compliance against agreed standards (RCR, 2006 10). An essential element of CPD is being able to reflect and learn from experiences, including service failures (SCoR, 2005 1). Understanding why something has happened and implementing a positive change in practice, as a result, will contribute to continual improvement in services systems (RCR, 2006 10).Gibbs (2011 2) suggests that CPD helps the NHS comply with local and national strategies, in addition to quality monitoring and good governance. This helps provide patient safety whilst minimising medical slackness penalties in 2008-2009 alone the claims against the NHS were ? 769 million (Shekar, 2010 31). The Agenda for Change resulted from a workforce crisis, resulting from low staff morale, lack of professional progression and unchallenging careers. The importance of womb-to-tomb learning was recognised as being pivotal in addressing these issues (Jones and Jenkins, 2007 10).It introduced a four-tier structure, incorporating a competency based system for continual learning, the Kn owledge and Skills manikin (KSF) this provided fair CPD access to all (Gould et al, 2007 27). Within the imaging department it promoted, further and expedited role development and generated new radiographic roles (Woodford, 2005 321). It was highlighted that in order to rival service needs and radiographer aspirations role development was necessary (Woodford, 2005 320).It provided improvements in jibe opportunities, career development with improved CPD opportunities and consequently increased morale and retention rates (DH, 2004 2). However, Williamson and Mundy (2009 46) suggest that if role development and career aspirations did not chance the investment in recruitment, retention and improved morale would be wasted. As a consequence a depleted workforce and lack of service provision, could potentially compromise patient safety (Gibbs, 2011 2).An annual appraisal and personal development plan is a requisite of the KSF. This identifies individual training requirements and for mulation of a CPD plan highlighting targets and objectives that meet the organisation needs and practitioners career aspirations followed by performance review (Gould et al, 2007 27). This cultivates effective training and development throughout all stages of an individuals career, in addition to highlighting areas for development within the department team (Gould et al, 2007 28).Jones and Jenkins (2007 7) suggest that an annual appraisal can help structure and guide an individual CPD, creating a better standard of service. Additionally, Gould et al. (2007 29) found that poorly planned CPD could have little to do with the appraisal, service or staff development (Woodford, 2005 324). This indicates efficiently planned CPD and personal development plan can help develop the inherent potential in staff, improving knowledge in best practice whilst promoting a greater degree of autonomy (Jones and Jenkins, 2007 10).However, to achieve this clear communication with the manager ensuring un ion agreement and appropriateness of training requirements is necessary (Jones and Jenkins, 2007 11). Manager responsibilities include the development of the workforce for good service delivery, with identification and provision of appropriate education and training. This ensures practitioner roles are tolerateed, safe to practice and suitable for the purpose (RCR, 2005 8). required CPD does not guarantee that learning occurs in practitioners who lack motivation compliance with regulations may be their only impetus (Jones and Jenkins, 2007 9).Barriers may be touch participation, for example, the individual may feel a lack of choice in determining particular learning needs with the manager dictating the activity or personal conflict with the idea that adult learning should be self-motivated and a self-directed process (Lee, 2010 3). French and Dowds (2008 194) highlight a itemise of some other barriers to CPD participation, including time constraints, the CPD being of no profes sional relevance, inadequate finances, not exuberant staff to cover and a lack managerial encouragement.In support of this Gould et al (2007 606) identified barriers to CPD in particular groups, including those nearing retirement, staff working only at weekends or nights and part-time staff. This indicates the need for managers to understand the factors that inhibit and comfort the practitioners ability to effectively engage in CPD therefore ensuring the staffs continued HPC compliance and retention of registration (SCoR, 2009 3). Although motivation towards CPD is pivotal it needs to work in association with protected study time, opportunities and recognition that CPD is inviolate to patient care (Jones and Jenkins, 2007 11).With monetary constraints managers can find it challenging to provide sufficient opportunities and resources for practitioners to undertake CPD (French and Dowds, 2008 195). With money and time being invested the input must be justified. Gibbs (2011 2) sugge sts that informal learning cannot be assessed unlike formal learning and it is hard to show how either will be applied to practice. However, nurses in a study by Gould et al (2007 606) felt that work based-learning helped to keep staff motivated, interested and had more impact on patient care.This suggests that although informal learning is a subjective process, there are perceived benefits furthermore, reflecting on personal experience will increase proficiency (French and Dowds, 2008 194). If funding is insufficient, managers may see CPD as an extravagance that cannot be afforded (Gibbs, 2011 2). With the substantial costs of renewal an NHS professional, it seems logical for employers to finance CPD, therefore securing a motivated and proactive workforce, whilst safeguarding service delivery (French and Dowds, 2008 195).Compulsory CPD required by the HPC has the advantage of ensuring competence in registered practitioners, therefore providing public protection and confidence in t he service (Gibbs, 2011 2). As radiographers are required to base their CPD on recent research, patients should expect to be diagnosed and treated with currently approved approaches (Gibbs, 2011 3). However, it is difficult to establish if there is improved patient outcome directly resulting from CPD, as many other variables could have an affect (French and Dowds, 2008 194).This would suggest that compulsory CPD has the potential to provide better quality patient-centred service, however if insufficient audit and research to evaluate the practice is not in place, there is no evidence to support its influence on service provision (SCoR, 2010 4). Compulsory CPD also has a positive impact on the range of activities and quantity of CPD undertaken (French and Dowds, 2008 192). This affords further opportunities within the profession and is intact to the extension of professional roles and boundaries complying with current drives for service improvement (Williamson and Mundy, 2009 41).Woo dford (2005 321) states double atomic number 56 contrast enema was one example of role extension benefitting service to patients by reducing long waiting lists and numbers of unreported examinations. The evaluated studies realised better service provision, for example patient waiting times waiver up radiologists time to perform other duties, and cost effectiveness (Woodford, 2005 325). However, Smith and Reeves (2010 113) state that there were barriers to adopting radiographic role-extension from radiologists, who hindered the radiographers progression.This suggests that intent from radiographers and government to achieve improved patient services can be impeded without the support and co-operation of radiologists who are central to the radiographic team and necessary to implement the changes (Woodford, 2005 325). The financial challenges affecting the NHS have reduced CPD opportunities (Gibbs, 2011 3). To help increase local uptake, modern and cost effective approaches can be f ostered in a collateral learning environment within the imaging department (French and Dowds, 2008 195).Gibbs (2011 4) suggest that the least costly CPD options are often overlooked, with poorly resourced departments often underutilising these opportunities. Work-based learning (WBL) for example journal clubs, in-service education programmes staff/student supervision, or taking time to reflective on practice (HPC, 2009 6), provides an effective, flexible way of enhancing practice within the workplace and also enables easier staff release (Gibbs, 2011 3).It is important to ensure that the activities are linked to evidence-based practice for recognition of academic learning (Gibbs, 2011 4). However, although these activities may have reduced monetary implications they still use time (Jones and Jenkins, 2007 11). Hardacre and Schneider (2007 12) suggest that WBL offers the benefits of familiar staff surroundings, provision of a staff-support network and programmes that are designed a pproximately staff and the organisation which helps meet their needs.French and Dowds (2008 194) suggest that professional practice showed positive change as a result of hands-on training. Although the thingamabob of WBL is apparent, it could restrict radiographers CPD opportunities in higher education with employers preferring the WBL as it revolves around the organisations work, preferably than for professional gain this could inhibit the growth of the practitioner and service development (Munro, 2008 954).Specialist practitioners could find suitable CPD courses hard to access locally with the cost of providing for small groups. However, the KSF could be used to identify similar issues within other trusts, by collaborating when commissioning, costs could be reduced due to the increased number of participants (Gould et al, 2007 30). Communicating CPD needs between other trusts and providers of education could be a cost effective approach to CPD opportunities, and could prevent duplication of similar courses locally (Gibbs, 2011 2).Utilising technologies more extensively provides a diverse range of CPD activities such as webcasts, podcasts, on-line packages, CORe-learning programmes, video conferencing and discussion boards. (Gibbs, 2011 4). This offers a flexible approach to modify skills and knowledge, with post-evaluation being quickly and easily accessible. However it is dependent on estimator skills, educational level and internet access (French and Dowds, 2008 193).