Peer Observation Deborah Davys Vivienne Jones NAPCE 2013

Peer Observation Deborah Davys & Vivienne Jones NAPCE 2013

Peer observation – supporting clinical skills and continuing professional development

Session objectives • Consider the application of peer observation to own practice or workplace • Outline a framework for peer observation of practice • Evaluate the use of peer observation in relation to own CPD

Defining peer observation • A form of peer review, whereby colleagues observe each other's practice with the aim of providing feedback and promoting reflection • Includes the identification of strengths, areas for development and action planning (Bell 2002).

Relevance to CPD and role skills • Peer observation is one way in which health care professionals can maintain CPD (HCPC 2011) • Provides objective evidence of CPD • Can be used in contexts other than teaching such as clinical, managerial or research • Can be used in supervision to promote discussion

Group discussion: • How do you currently receive feedback on your teaching / professional practice? • How is this incorporated into your CPD? • Has your practice ever been peer-observed? If so, what was the process? What were the positives / negatives of this? • (or if you haven’t had your practice observed, what is your initial reaction to this idea? )

Peer Observation A suggested framework. .

Summary: • Select an observer • Agree what will be observed/ commented on • Observation • Reflection • Feedback • (Follow up)

Selecting your observer • Who should this be? • How much experience does the observer need? • What qualities /skills should observer have? • Unilateral or mutual approach?

Agree what will be observed / commented upon • Agree in advance: – “Big picture” or specific skills /behaviour? – Ground rules – What happens if the observer has professional concerns? – How feedback will be given • Seek consent if clients involved

The observation: • Explain process to client/ others • Observer takes no active role in session • Informal notes or use of agreed form • How long should it last?

Reflection • • Observed person only? Or both parties? Format? How much time allowed?

Feedback • Private • Recorded/ not recorded?

Follow up and the future. . . • Follow up – review • The future: – One-off event? – Mutual arrangement? – Different partnerships? – Departmental approach or individual arrangement?

Group discussion If you were going to engage in peer observation, what ground rules you would want and why? What aspects of your practice could be observed by a peer? Any particular anxieties?

Considerations • The relationship between observer and observed • Communication skills of the observer and observed • The purpose of the observation • Voluntary or enforced activity • Available time, resources and frequency

Benefits of peer observation • Supports the identification of strengths and developmental needs • Facilitates the development of an action plan for improvement • Reviews professional reasoning skills • May promote self-confidence • Supports self-directed learning • Can be used to improve quality and identify ritualistic practice • Is of benefit to observed, observer and organisation

Francis Report 2013: need for increased focus in nurse training, education and CPD (related to) delivering compassionate care. . . • Values, attitudes and behaviours • Drive to maintain, develop and improve standards and abilities • Leadership which constantly reinforces values and standards of compassionate care • Constant support and incentivisation which values nurses and the work they do through: – Recognition of achievement – Regular, comprehensive feedback on performance and concerns (360 evaluation)

Individual task: • Could peer observation have a place in your own CPD strategy? • What might be the barriers and opportunities? Can the barriers be overcome? • How could you take peer observation forward – ‘vision into CPD reality’?

Useful References Bell, M. (2012) Peer observation of teaching in Australia. www. Itsn. ac. uk/genericcentre Davys, D. and Jones, V. (2012) Peer observation: a tool for CPD. In Hong. , C. S. and Harrison, H. (Eds) Tools for Continuing Professional Development. London: Quay Books Health and Care Professions Council (2011) Your guide to our standards of continuing professional development. London: HCPC www. hcpc. org. uk NHS Employers (2013) Staff Engagement Toolkit. Available at: http: //www. nhsemployers. org/Employment. Policy. And. Practice/staffengagement/staff-engagement-toolkit/Pages/Staff-engagement-toolkit. aspx NHS Employers (2013) Francis Report: HR Issues. Available at: http: //www. nhsemployers. org/Aboutus/news-dean/Dean. Royles/Pages/The. Francis. Report-HRissues. aspx Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice. London: NMC. Available at: http: //www. nmcuk. org/Educators/Standards-for-education/Standards-to-support-learning-andassessment-in-practice/