The difference between legislation, policy, procedures and guidelines are, legislation is an act of parliament. This is a document that has a legal requirement to follow it, either in work, social or personal situations. A couple of examples of a Legalisation would be. Health and Safety at work act 1974 and Data protection Act 1998. These both have to be followed as they are a legal requirement which could potentially lead to a safeguarding issue or even prosecution. Usually all Legislations have ‘ACT’ on the end. Policy is a document which is usually kept in your work place office which holds the important information but a shorter version of a Legislation, and what you could relate to in a work place when you need a basis for standards and training. A Procedure is usually paperwork which gives you step by step guidance on what to do in certain situations. A single policy may be supported by a number of producers for example; Safeguarding may have a number of different procedures to follow in a particular situation.
‘Health and Safety at work act 1974’ is a very important Legislation when working in healthcare as this is here to keep everybody involved as safe as possible. This has a huge contribution to health care provisions as it involves mainly everything with the job, it will include providing the right training for the certain job they do, carrying out risk assessment for service uses and the equipment used. Making sure there is a safe environment to be working and providing the correct information on health and safety. There are many policies under this one legislation for example, First Aid. Every staff member working for the NHS and in health care should all have this basic training in case needed in an emergency. The...
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...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
Under the health and safety act everyone should be thinking about how to keep themselves, others and the environment they work in safe. Adults have a duty of care and should encourage the children to also do this, this will help increase their own awareness of what they are doing and where.
In the last few decades the concept of reflective practice has burgeoned throughout numerous fields of education and professional practice. Regardless of its prevalence there continues to be a considerable variance in the understanding of reflective practice (Fook et al, 2006). Even within the same theories, contradictory perceptions of how reflective practice should be executed are observed (Hébert, 2015).
Policy in my perspective illustrates as a decision making, planning and or action taken to achieve a certain specific goal within our society. According to Longest B. (2010), his definition stated in his text book states that a policy is defined as ” authoritative decisions made in the legislative, executive, or judicial branches of government that are intended to direct or influence the actions, behaviors, or decisions of others.” In developing a policy, certain steps need to be taken in act to implement the policy. The crucial steps in implementing a policy are: recognizing the problem, agenda setting, formulating the policy, and finally implementing the policy (N.A., 2015).
There are various of legislations in the health and social care such as health & Safety at work act 1974 , reporting injuries , disease and dangerous occurrences regulations
Section 8 of the Safety, Health and Welfare at Work Act (2005) puts the onus on the employer to ensure systems of work that are planned, organised, performed, maintained and revised as appropriate so as to be, so far as is reasonably practicable, safe and without risk to health. Section 19 of the Act requires the employer to conduct a risk assessment of work activities and Schedule 3 of the Act provides the general principles of prevention to ensure the safety of employees in the workplace.
Answer: The Health and Safety Executiveâ€TMs role is to lessen the amount of work related accidents and deaths in the UK. Legislations, such as the Health and Safety at Work Act 1974 are created by the Health and Safety Executive to help achieve this outcome.
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
This Act of Parliament is the core part of UK health and safety law. It places a responsibility on all bosses and managers to make sure, so far as is reasonably practicable, the health, safety and well-being at work of all their staff and workers.
student. In the following journal, we see the benefit of reflective practice and what it achieves
Reflective Practice is a continuous action that directly affects anyone who is a practitioner. Jasper (2006, p. 53) stated that the benefits to the profession are the development of the nursing knowledge base and the recognition that nurses are contributing to both patient care and improved practice. Further, Jasper (2006, p. 43) explains that Reflective Practice is the foundation upon which reflection and reflective learning are based.
Reflective thinking is hypothesis testing, and real-time experimentation done in situations where “wicked problems” occurs that facilitates deeper knowledge and understanding (Rolfe, 2014). For Rolfe (2014), knowledge is a verb, not a noun, and he Rolfe (2001) claims that reflection- in-action is more advanced form of thinking and leads to more advanced practice. He further describes that is it is a process of what the nurse is always testing theories and hypothesis in a cyclical process while simultaneously engaged in practice (Rolfe, 1993). It means examining behaviour and that of others while in a situation (Schon, 1995; Schon, 1987). “To be able to reflect one must step outside the experience in order to make the observance comprehendible” Gray (1998).
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
Reflective practice means thinking about and evaluating what you do and discussing any changes which could be made. By using reflective practice and constantly monitoring the way in which you work your evaluation will give you pointers in how to make your activities more efficient. By making activities and sessions better teachers and teaching assistants will be increasing the childrenâ€TMs learning possibilities and standards. This is closely related to your own professional development and also the way in which activities are carried out with the children and whether the activities need adapting. For example, an activity that I completed with a small group of children was a maths intervention group for using long multiplication. The first time I tried this intervention group I started with a 3 digit number times by a two digit number. Some of the children understood this technique but not all were successful. After looking at how I
The intention of reflective practice is to help the teacher/learning coach evolve and develop the quality of their teaching by the continuation of personal development. Although most teachers have done this for years, reflective modelling or methods have formulized a structure which can be followed and adapted to best suit their methods. It is an ongoing process which takes feelings and emotions into consideration and so it will not always have a definitive answer/ending. Since most models of reflection require subjective and objective thinking then there is a willingness to be honest to engage constant self appraisal. It asks that the teacher become flexible analytical and socially aware when addressing their chosen model of reflection.