5.1. Evaluate how learning activities have affected practice

5.1. Evaluate how learning activities have affected practice

Course- Level 3 diploma in care (RQF)

previously known as –

NVQ Level 3 in Health & Social Care

Level 3 Diploma in Health & Social Care (QCF)

Unit 2 – Promote Personal Development in Care Settings

L.O. 5 – Be able to use learning opportunities and reflective practice to contribute to personal development

Learning activities are vital to professional practice in care settings. They provide new knowledge and practical skills that will benefit the care provided. For example, formal learning events such as workshops, e-learning programmes or vocational qualifications are opportunities to learn new ways of doing things while also creating a relevant context for best practice. Learning modules on communication can improve active listening, providing greater empathy and support for service users. 

Practical learning in the form of simulations or observations will grow the confidence of practitioners. Skills such as CPR or first aid may be put to use in a real situation after initially practising them in training (occasionally saving lives in the process). The experience gained from the training allows practitioners to feel confident that they will act appropriately in certain emergency situations, despite the adrenaline experienced in the moment. 

Learning also impacts practice as a result of reflective practice. Practitioners may reflect and learn from their experiences each day or following critical incidents. Reflection highlights areas where changes are necessary or where practitioners may need to amend their approach or exercise their judgement. Each time practitioners use reflection, they are grounding their learning in a daily practice. 

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Learning activities also promote and share knowledge teams need. Talking with colleagues about new learning, or participating in some group reflection, promotes some consistency in care and supports the development of a team culture of continuous improvement. For example, a practitioner may want to refer back to their safeguarding training and share some key points with their colleagues so that the whole team is in a much better position to identify risk.

In summary, learning activities improve confidence, skills and professional judgement while promoting reflective and collaborative practice. The ability to evaluate the impact of learning activities informs practice and is helpful in enabling practitioners to identify areas for future development and, ultimately, provide care that is safer and more effective.