Continuing Professional Development for Clinical by Laura Golding, Ian Gray

By Laura Golding, Ian Gray

This instruction manual offers a realistic self-help advisor to carrying on with expert improvement for scientific psychologists.

  • Takes a 'hands-on' technique, addressing the various sensible matters in picking out, comparing and assembly carrying on with specialist improvement wishes.
  • Outlines the significance of life-long studying for medical psychologists.
  • Explores the continued expert improvement wishes of scientific psychologists at diversified phases in their careers.
  • Includes a bankruptcy at the NHS wisdom and talents Framework and its implications for utilized psychologists.
  • Gives examples of excellent perform; considers most probably destiny advancements within the field.

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Extra info for Continuing Professional Development for Clinical Psychologists: A Practical Handbook

Sample text

Fox, R. (2000). Using theory and research to shape the practice of continuing professional development. Journal of Continuing Education in the Health Professions, 20, 4, 238–46. , Hughes, J. and Green, D. (2004). What difference does supervisor training make? Poster presented at the PLAT 2004 conference in Glasgow. Goodge, P. and Burr, J. (1999). 360-degree feedback – for once the research is useful. Selection and Development Review, 15, 2, 3–7. Gordon, M. (1991). A review of the validity and accuracy of self-assessments in health professions training.

3. Monitoring Quality Standards through: • The Commission for Health Improvement, a new statutory body providing an independent assessment of local action to improve quality. • The National Framework for Assessing Performance focusing on six key areas: health improvement; fair access to service; effective delivery of healthcare; efficiency; patient and carer experience; and health outcome of NHS care. • The National Survey of Patient and User Experience providing annual feedback on the things that matter most to patients.

It too cautioned the need to ensure that the additional funding should be distributed equitably across the NHS professions. A number of guidance and strategic documents followed as part of the implementation of The NHS Plan. Of particular importance for this chapter was, Meeting the Challenge: A Strategy for the Allied Health Professions (DoH, November 2000). This document again stresses that CPD is a process of lifelong learning for all individuals and teams, essential for good quality patient care and reinforces the assertion that CPD is an integral part of the government’s strategy for clinical governance.

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