wpc363f1a3.png
wpd99e4f97.png
wp8c35e3da.png
wp51d99dd6.png
wpe0d2222e.png
wp633fd79e.png
wpb5eeebe3.png
wp4a44a3e9.png
wp6e50dac7.png
wpeade8140.png
wpedaf9f24.png
wpb5eeebe3.png
wp34f3f0ff.png
wp6e50dac7.png
wp18f3e7e5.png
wp633fd79e.png
wpb9dbb61a.png
wp436fe90a.png
wp6e50dac7.png
wp18f3e7e5.png
wp633fd79e.png
wpd196a420.png
wp34f3f0ff.png
wp6e50dac7.png
wp18f3e7e5.png
wp633fd79e.png
wpb9dbb61a.png
wpc352c62b.png
wp6e50dac7.png
wp18f3e7e5.png
wp633fd79e.png
wpd196a420.png
wp34f3f0ff.png
wp6e50dac7.png
wpeade8140.png
wp43e7427f.png
wp0075623a.png
wp43e7427f.png
wp0075623a.png
wp223cd0b2.png
wp6136e891.png
wp223cd0b2.png
wp341d6a59.png
wp4e8dc7e3.png
36 Moorland Crescent
Clitheroe, Lancs. BB7 4PY
Tel: 01200 427457
Email: nickdinsdale@fsmail.net
www.njdsportsinjuries.co.uk
HOME
Therapists
Equipment
Services
Injuries
wp633fd79e.png
wpd196a420.png
wp34f3f0ff.png
wp6e50dac7.png
wpeade8140.png
wp53402130.png
wp633fd79e.png
wpb9dbb61a.png
wp34f3f0ff.png
wp6e50dac7.png
wp7a84b091.png
Testimonials
CONTACT US
Research
wp7d5e52e1.png
wpe1045f6f.png
wp86731385.png
wpba821a82.png
wpb1bbe36a.png
wp32c9c000.png
Published Articles

Members of
 Society of Sports Therapists
wp1f021ba6.png

SPORTS INJURY CLINIC

TEL: 01200 427457

wpf3c3cfcd.png

The link between continuing professional development (CPD) and evidence-based practice (EBP) is very clear. CPD is a necessary component for the successful application of evidence-based practice (1). CPD is used to describe the process of systematic maintenance, improvement and broadening of knowledge and skills (2). The following passage is from Core Standards of CSP (3). “CPD is the educational process by which physiotherapists and associate members maintain and develop their skills, knowledge and competency in order to provide safe and effective practice. It is a systematic and cyclical process that is undertaken throughout an individual’s career to develop and enhance performance at work and patient care”. CPD also involves identifying areas of practise that need updating or extending, planning, implementing and identifying learning outcomes (2). Journals are acknowledged as crucial sources of evidence-based information and vital to CPD as research literature is continually changing. Journals enable the therapist to keep up-to-date, whereas, the drawback with textbooks is staying current (4). Failure to keep up-to-date may lead to decay in professional knowledge and expertise, resulting in outmoded or ineffective practice (5). However, not all journal articles should be implemented, the decision depends on the research quality, particularly with respect to validity, reliability, relevance and applicability (6). CPD can be achieved by engaging in a variety of activities e.g. attending courses and conferences, delivering presentations, the critical reading of journals, sourcing from electronic data-bases, reflective-practice etc.  

 

Reflective Practice

Reflective-practice is recognised as an integral part of EBP and CPD and represents a vital component in professional development. Facilitation of reflection and the development of reflective abilities are acknowledged to be an important component of education. By reflecting on events in day-to-day practice and identifying areas of difficulty or gaps in knowledge, the clinician identifies specific learning needs. The reflective process allows clinicians to question and analyse their experiences and actions as a means of developing their knowledge, skills, and behaviour, to enhance clinical practice (7). Reflection takes place after the event, it is a process of thought, and leads to a new interpretation of the experience providing food for further thought (8). Reflective-practice is used extensively as an educational tool for both students and adults across many professions i.e. physiotherapy (9), sports therapy (10), occupational therapy (11) nursing (7) and medicine (12). The concept of ‘reflection’ is also central to portfolio development which is a collection of information used to summarise what has been learned from prior experiences and opportunities (13). To develop reflective skills, Holey and Cook (14) suggest we ask our ourselves questions e.g. Do I communicate well with my patients? Do my patients understand what I am explaining to them? Am I a good listener? Am I applying EBP? Is my treatment effective, and how do I know objectively? Do I monitor effectiveness? Do I respect my patients? Finally, how am I going to correct deficiencies?

References:

1.   Bury T, Mead J. Evidence-based healthcare: a practical guide for therapists. Butterworth Heinemann 1998.

 

2.   Roberts S. Continuing professional development: what the future might hold. Jour. of Sportex Medicine 2004; 19:14-163

 

3.   The Chartered Society of Physiotherapists (CSP). Core Standards of Practice 2005.  

 

4.   Steves R, Hootman JM. Evidence-based medicine: what is it and how does it apply to athletic training? Journal of Athletic Training 2004; 39(1):83-87

 

5.   Alsop A. Evidence-based practice and continuing professional development. British Journal of Occupational Therapy  1997; 60(11): 503-550

 

6.   Bleakley C, MacAuley D, McDonough S. Are sports medicine journals relevant and applicable to practitioners and athletes? British Journal of Sports Medicine 2004; 38:541-548

 

7.   Barnett M.  Caring for a patient with COPD; a reflective account. Journal of Nursing Standard 2005; 19(36):41-46

 

8.   Grant A, Dornant TL.  What is a learning portfolio? Journal of Diabetic Medicine 2001; 18:1-4

 

9.   Donaghy ME, Morss K. Guided reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy.  Physiotherapy Theory and Practice 1999; 16:3-14

 

10. The Society of Sports Therapists’ Codes of Professional Conduct. Competences and scope of practice for sports therapy 2005.

 

11. Bannigan K. To serve better: Addressing poor performance in occupational therapy. British Journal of Occupational Therapy 2000; 63(11): 523-528

 

12. Wyatt JC, Sullivan F.  Keeping up: learning in the workplace. British Medical Journal 2005; 331:1129-1132

 

13. Cayne JV.  Portfolios: a developmental influence? Journal of Advanced Nursing 1995; 21:395-405

 

14. Holey E, Cook E. Evidence-based therapeutic massage. A practical guide for therapists. 2nd edition. Churchill Livingstone 2003.

 

.

.

Continuing Professional Development