Promoting core practice in Health and Social Care (Children and Young People) Hybu ymarfer craidd mewn Iechyd a Gofal Cymdeithasol (Plant a Phobl Ifanc)
Professional Practice as a health and social care worker – Continuing professional development Ymarfer Proffesiynol fel gweithiwr iechyd a gofal cymdeithasol – Datblygiad proffesiynol parhaus

Continuing professional development, or CPD, is the term used to describe the learning activities health and social care workers engage in to develop and enhance their abilities. It refers to planned, ongoing formal and informal activities that contribute to the development of knowledge, skills, experience and understanding to improve practice and support lifelong learning.

Datblygiad proffesiynol parhaus, neu DPP, yw'r term a ddefnyddir i ddisgrifio'r gweithgareddau dysgu y mae gweithwyr iechyd a gofal cymdeithasol yn ymgymryd â nhw er mwyn meithrin a gwella eu galluoedd. Mae'n cyfeirio at weithgareddau ffurfiol ac anffurfiol parhaus wedi'u cynllunio sy'n cyfrannu at ddatblygu gwybodaeth, sgiliau, profiad a dealltwriaeth i wella ymarfer a chefnogi dysgu gydol oes.

Codes of conduct and professional practice set out the standards of behaviour and practice required by workers in the health and social care profession. Practice guidance sets out expectations for workers who must be registered with a regulatory body such as Social Care Wales. The organisation keeps a register which identifies who is suitable to work in social care in Wales. A worker can lose their registration if they are found to breach their ‘fitness to practice’. Practice guidance for health and social care workers is based around relevant national occupational standards and it is informed by the views of people who access and use services and other stakeholders, i.e. those who have an interest in the health and social care profession.

Mae codau ymddygiad ac ymarfer proffesiynol yn nodi'r safonau ymddygiad ac ymarfer sy'n ofynnol gan weithwyr yn y proffesiwn iechyd a gofal cymdeithasol. Mae cyfarwyddyd ymarfer yn nodi disgwyliadau ar gyfer gweithwyr y mae'n rhaid iddynt gofrestru â chorff rheoleiddio megis Gofal Cymdeithasol Cymru. Mae'r sefydliad yn cadw cofrestr sy'n nodi pwy sy'n addas i weithio ym maes gofal cymdeithasol yng Nghymru. Gall gweithiwr golli ei gofrestriad os canfyddir ei fod yn torri ar ei ‘addasrwydd i ymarfer’. Mae cyfarwyddyd ymarfer ar gyfer gweithwyr ym maes iechyd a gofal cymdeithasol yn seiliedig ar safonau galwedigaethol cenedlaethol perthnasol ac mae'n cael ei lywio gan farnau pobl sy'n cyrchu ac yn defnyddio gwasanaethau a rhanddeiliaid eraill, h.y. y rhai hynny sydd â diddordeb yn y proffesiwn iechyd a gofal cymdeithasol.

Knowledge, understanding, conduct and competence should be measured or monitored for the individuals’ own personal and professional development as well as for the health, safety and well-being of the individuals that they are working with. To do this, an individual should regularly reflect and evaluate how they compare with standards. These standards include agreed ways of working, job description and policies and procedures of the organisation.

There are various ways in which to evaluate or assess our knowledge, understanding and practice as a worker in the health and social care profession. This is done against relevant standards and information so that we can gauge our behaviour and practice against expectations set out by our organisation and codes of conduct and professional practice.

Sources of support within the organisation may be:

• supervision
• support with reflective practice, e.g. reflecting on an incident
• appraisal
• informal feedback.

Sources of support beyond the organisation may be:

• feedback from colleagues in other health and social care organisations
• informal feedback from family and friends.

Dylid mesur neu fonitro gwybodaeth, dealltwriaeth, ymddygiad a chymhwysedd ar gyfer datblygiad personol a phroffesiynol yr unigolyn yn ogystal ag er mwyn sicrhau iechyd, diogelwch a llesiant yr unigolion y maent yn gweithio gyda nhw. Er mwyn gwneud hyn, dylai unigolyn ymgymryd â gwaith myfyrio a gwerthuso rheolaidd er mwyn ystyried sut y mae'n cymharu â safonau. Mae'r safonau hyn yn cynnwys ffyrdd o weithio y cytunwyd arnynt, disgrifiadau swydd a pholisïau a gweithdrefnau'r sefydliad.

Mae nifer o ffyrdd i werthuso neu asesu ein gwybodaeth, ein dealltwriaeth a'n hymarfer fel gweithiwr yn y proffesiwn iechyd a gofal cymdeithasol. Gwneir hyn yn ôl safonau a gwybodaeth berthnasol fel y gallwn fesur ein hymddygiad a'n harfer yn ôl disgwyliadau a nodir gan ein sefydliad a chodau ymddygiad ac ymarfer proffesiynol.

Ffynonellau cymorth posibl yn y sefydliad:

• goruchwyliaeth
• cymorth ag ymarfer myfyriol, e.e. myfyrio ar ddigwyddiad
• arfarnu
• adborth anffurfiol.

Ffynonellau cymorth posibl y tu hwnt i'r sefydliad:

• adborth gan gydweithwyr mewn sefydliadau eraill ym maes iechyd a gofal cymdeithasol
• adborth anffurfiol gan deulu a ffrindiau.

Professional development is a process that involves reflecting on your knowledge, understanding, attitudes, behaviour, work practice and achievements, and planning for your personal and career development. It aims to help an individual understand what and how they are learning, and to review, plan and take responsibility for their own development.

It is your employer’s responsibility to ensure they provide learning opportunities on an ongoing basis. This involves linking job descriptions to the skills, knowledge and competencies required by the service, identifying the training and development needs then putting in place the necessary training or upskilling. This may be a legal requirement, for example in relation to manual handling, or an organisational requirement, for example in relation to organisational practice.

It is a worker’s responsibility to identify any continuing professional development needs they have. This might include attending training or other ways of learning such as shadowing or observing a colleague in their role for a period of time. A worker’s continuing professional development may be identified in their personal development plan or appraisal document.

Mae datblygiad proffesiynol yn broses sy'n cynnwys myfyrio ar eich gwybodaeth, eich dealltwriaeth, eich agweddau, eich ymddygiad, eich ymarfer gwaith a'ch cyflawniadau, a chynllunio ar gyfer eich datblygiad personol a datblygiad eich gyrfa. Mae'n anelu at helpu'r unigolyn i ddeall beth a sut y mae'n dysgu, ac i adolygu, cynllunio a chymryd cyfrifoldeb am ei ddatblygiad ei hun.

Cyfrifoldeb eich cyflogwr yw sicrhau ei fod yn darparu cyfleoedd dysgu parhaus. Mae hyn yn cynnwys cysylltu disgrifiadau swydd â'r sgiliau, y wybodaeth a'r cymwyseddau sydd eu hangen ar y gwasanaeth, nodi'r anghenion hyfforddi a datblygu ac wedyn rhoi'r hyfforddiant neu'r trefniadau angenrheidiol ar waith ar gyfer gwella sgiliau. Gall hyn fod yn ofyniad cyfreithiol, er enghraifft mewn perthynas â chodi a chario, neu'n ofyniad gan y sefydliad, er enghraifft mewn perthynas ag ymarfer sefydliadol.

Cyfrifoldeb gweithiwr yw nodi unrhyw anghenion datblygiad proffesiynol parhaus sydd ganddo. Gallai hyn gynnwys mynychu hyfforddiant neu ddulliau eraill o ddysgu megis dilyn neu arsylwi cydweithiwr yn ei rôl am gyfnod o amser. Gellir nodi datblygiad proffesiynol parhaus gweithiwr yn ei gynllun datblygiad personol neu ddogfen arfarniad.

Reflection can come from an individual, but there are other sources which can help evaluate learning and development. Feedback from others is useful because it can offer a viewpoint on an individual's work which they may not see for themselves.

Formal support

In any job role there is a range of support available to a worker which includes:

• Induction - Induction is a process of introducing a worker to their new role and their responsibilities. This could help a worker to identify their strengths and weaknesses at the outset and may establish areas they need to develop.
• Training - Organisations will all have systems in place for training and Continuing Professional Development (CPD). These could be run in-house (internally within the organisation) or with another training provider (externally).
• Training days/inset days/development times - Organisations will often have specific periods for workers to develop their skills and knowledge; this could also prompt discussion about ways to improve.
• Colleagues from other organisations may be able to offer training or shadowing opportunities. - A worker's line manager or supervisor is a very important source of feedback as they are ultimately responsible for their work and conduct. Feedback from a line manager or supervisor should happen during appraisal and should be constructive, that is, positive and helpful. Negative feedback is destructive and doesn’t promote personal development and change. Supervision feedback could be formal, in set meetings or reviews. However, supervision is also beneficial in a more informal manner: regular catch ups, meetings, chats over coffee, bumping into each other at the photocopier and discussions as simple as asking how someone is can also be important.

Gall unigolyn fyfyrio ar ei hun, ond mae yna ffynonellau eraill a all helpu i werthuso gweithgareddau dysgu a datblygu. Mae adborth gan eraill yn ddefnyddiol oherwydd gall gynnig safbwynt ar waith yr unigolyn na fydd o bosibl yn ei weld drosto'i hun.

Cymorth ffurfiol

Mewn unrhyw swydd, mae amrywiaeth o gymorth i weithiwr gan gynnwys y canlynol:

• Sefydlu - Mae'r broses sefydlu yn cyflwyno gweithiwr i'w rôl newydd a'i gyfrifoldebau. Gallai hyn helpu gweithiwr i nodi ei gryfderau a'i wendidau o'r cychwyn cyntaf a gall nodi'r meysydd y mae angen eu datblygu.
• Hyfforddiant - Bydd gan bob sefydliad systemau ar waith ar gyfer hyfforddiant a Datblygiad Proffesiynol Parhaus (DPP). Gellid eu cynnal yn fewnol (fel rhan o'r sefydliad) neu gyda darparwr hyfforddiant arall (allanol).
• Diwrnodau hyfforddi/diwrnodau HMS/amseroedd datblygu - Yn aml, bydd gan sefydliadau gyfnodau penodol lle y rhoddir cyfleoedd i weithwyr feithrin eu sgiliau a'u gwybodaeth; gallai hyn hefyd annog trafodaeth am sut i wella.
• Mae'n bosibl y bydd cydweithwyr o sefydliadau eraill yn gallu cynnig hyfforddiant neu gyfleoedd cysgodi. - Mae rheolwr llinell neu oruchwylydd gweithiwr yn ffynhonnell adborth bwysig iawn gan mai nhw, yn y pen draw, sy'n gyfrifol am ei waith a'i ymddygiad. Dylai rheolwr llinell neu oruchwylydd roi adborth yn ystod sesiwn arfarnu a dylai'r adborth fod yn adeiladol, hynny yw'n gadarnhaol ac yn ddefnyddiol. Mae adborth negyddol yn ddinistriol ac nid yw'n hyrwyddo datblygiad personol na newid. Gellid darparu adborth goruchwylio ffurfiol, mewn cyfarfodydd neu adolygiadau penodedig. Fodd bynnag, mae goruchwylio mwy anffurfiol hefyd o fudd; gall trafodaethau rheolaidd, cyfarfodydd, sgyrsiau dros goffi, digwydd gweld eich gilydd wrth y llungopïwr a thrafodaethau mor syml â gofyn sut mae rhywun hefyd fod yn bwysig.

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In order for any learning to make a difference to a worker's practice, they must be prepared to act on it and make changes. Think about the feedback they're given and the training they have attended. They may not agree with the changes they're asked to make, for example they may be asked to do something in a way that they feel is inappropriate, is not within their level of responsibility or would compromise health and safety. In situations like this, a worker should talk with their supervisor or line manager. However, most feedback will be positive and changes they're asked to make will be well within their capability.

Think about what a worker does, how they do it and how they can use their learning to improve their practice. This might involve using a new way of moving and handling, or a new method of communication they have not used before.

Er mwyn i unrhyw ddysgu wneud unrhyw wahaniaeth i ymarfer gweithiwr, rhaid iddynt fod yn barod i weithredu arno a gwneud newidiadau. Ystyriwch yr adborth a roddir iddynt a'r hyfforddiant y maent wedi'i fynychu. Efallai na fyddant yn cytuno â'r newidiadau y gofynnir iddynt eu gwneud, er enghraifft efallai y gofynnir iddynt wneud rhywbeth mewn ffordd sy'n amhriodol, yn eu barn nhw, nad yw o fewn eu lefel cyfrifoldeb neu a fyddai'n rhoi iechyd a diogelwch yn y fantol. Mewn sefyllfaoedd o'r fath, dylai gweithiwr siarad â'u goruchwylydd neu reolwr llinell. Fodd bynnag, bydd y rhan fwyaf o adborth yn gadarnhaol a byddant yn gallu gwneud y newidiadau y gofynnir iddynt eu gwneud yn ddigon hawdd.

Ystyriwch yr hyn y mae'r gweithiwr yn ei wneud, sut y mae'n ei wneud a sut y gall ddefnyddio'r hyn y mae wedi'i ddysgu er mwyn gwella ei ymarfer. Gallai hyn olygu defnyddio ffordd newydd o godi a thrin, neu ddull cyfathrebu newydd nad yw wedi'i ddefnyddio o'r blaen.

An important part of being effective in an individual's work role is that they use and value their own day-to-day experiences to help them develop their practice and support their continuing professional development.

A worker’s manager needs to ensure that the worker can contribute to the quality of care and support that is provided, and that they do not make dangerous, or costly mistakes that could put individuals at risk. This can involve a thorough programme of learning that takes place during the first weeks of a new career or a learning programme of important basic skills and knowledge that takes place over a longer period of time. Whichever approach is used, the manager is best placed to make sure a worker’s training and development is carried out properly.

Supervision or appraisal are often the best times to access current and reliable information and support relating to knowledge and best practice relevant to a worker’s role. They can use this information to plan and agree their professional development plan, ensuring their work is safe, current and follows best practice.

Er mwyn bod yn effeithiol yn eu rôl yn y gwaith, mae'n bwysig bod unigolion yn defnyddio ac yn gwerthfawrogi eu profiadau o ddydd i ddydd i'w helpu i ddatblygu eu hymarfer ac i ategu eu datblygiad proffesiynol parhaus.

Mae angen i reolwr gweithiwr sicrhau y gall gyfrannu at ansawdd y gofal a’r cymorth a ddarperir, ac nad yw'n gwneud camgymeriadau peryglus neu gostus a allai achosi risg i unigolion. Gellir gwneud hyn drwy raglen ddysgu drylwyr yn ystod wythnosau cyntaf gyrfa newydd yr unigolyn neu raglen ddysgu sy'n cynnwys sgiliau a gwybodaeth sylfaenol pwysig a gynhelir dros gyfnod hwy. Ni waeth pa ddull a ddefnyddir, y rheolwr sydd yn y sefyllfa orau i sicrhau y caiff y gweithiwr ei hyfforddi a'i ddatblygu'n briodol.

Yn aml, sesiynau goruchwylio neu arfarnu yw'r cyfleoedd gorau i gael gafael ar wybodaeth gyfredol a dibynadwy am y ddealltwriaeth a'r ymarfer gorau sy'n berthnasol i rôl gweithiwr. Gall ddefnyddio'r wybodaeth hon i gynllunio a chytuno ar ei gynllun datblygu proffesiynol, gan sicrhau bod ei waith yn ddiogel, yn gyfredol ac yn cydymffurfio ag arfer gorau.

When applying learning to practice and transferring knowledge and skills, professional development planning and ongoing training and development will help:

• become a more effective, independent and confident learner
• understand how a worker learns and applies their learning to different situations, thereby developing in their job role, both as a learner and a childcare worker
• set personal goals and evaluate and review progress towards achieving them
• develop a positive attitude to learning and self-development throughout life.

Applying learning to practice may involve support from others, through observation of activities, for example, working in pairs or just using the new learning straight away. This might relate to actual practice, health and safety or how individuals accessing service are supported. Any concerns had about applying learning to practice and transferring knowledge and skills must be raised with the manager, so a solution can be agreed.

Wrth gymhwyso dysgu at ymarfer a throsglwyddo gwybodaeth a sgiliau, bydd cynllunio datblygiad proffesiynol a chyfleoedd hyfforddi a datblygu parhaus yn helpu i wneud y canlynol:

• dod yn ddysgwr mwy effeithiol, annibynnol a hyderus
• deall sut mae gweithiwr yn dysgu ac yn cymhwyso'r hyn y mae wedi'i ddysgu at wahanol sefyllfaoedd, gan ddatblygu yn ei swydd, fel dysgwr ac fel gweithiwr gofal plant
• pennu nodau personol a gwerthuso ac adolygu cynnydd tuag at eu cyflawni
• datblygu agwedd gadarnhaol at ddysgu a hunanddatblygu drwy gydol bywyd.

Er mwyn cymhwyso'r hyn a ddysgwyd at ymarfer, gall fod angen cymorth gan eraill, drwy arsylwi gweithgareddau, er enghraifft, gweithio mewn parau neu drwy roi'r hyn a ddysgwyd ar waith ar unwaith. Gallai hyn ymwneud ag ymarfer gwirioneddol, iechyd a diogelwch neu sut y caiff unigolion sy'n defnyddio'r gwasanaeth eu helpu. Rhaid codi unrhyw bryderon am gymhwyso'r hyn a ddysgwyd at ymarfer a throsglwyddo gwybodaeth a sgiliau gyda'r rheolwr, er mwyn gallu cytuno ar ateb.

Constructive feedback provides an individual with comments about their strengths or areas that need developing and are useful for improving practice. An individual can seek constructive feedback to enable them to develop their practice, from:

• individuals
• key people
• others with whom and individual works or have contact within their work
• their supervisors.

To use feedback effectively, a worker will need to become aware of how constructive feedback on their performance is critical to their ongoing personal and professional development. This feedback can take many forms and may be given verbally or in writing. It may be given by their manager, work colleagues or by individuals and their families. Feedback on their performance may be given informally, e.g. through discussions with colleagues at team meetings or with individuals and their families; or it might be given formally through the staff supervision process. As a health and social care worker it is important that workers accept constructive criticism, reflect on it, and then use it in a positive way to enhance their personal and professional development.

Mae adborth adeiladol yn cynnig sylwadau i unigolion am eu cryfderau neu feysydd y mae angen eu datblygu ac mae'n ddefnyddiol er mwyn gwella ymarfer. Gall unigolyn ofyn am adborth adeiladol er mwyn eu galluogi i ddatblygu eu hymarfer gan y canlynol:

• unigolion
• pobl allweddol
• eraill y mae unigolion yn gweithio gyda nhw neu'n dod i gysylltiad â nhw yn eu gwaith
• eu goruchwylwyr.

Er mwyn defnyddio adborth yn effeithiol, bydd angen i weithiwr ddod yn ymwybodol o'r ffordd y mae adborth adeiladol ar ei berfformiad yn hanfodol o ran eu datblygiad personol a phroffesiynol parhaus. Gellir cyflwyno adborth o'r fath mewn sawl ffordd a gellir ei roi ar lafar neu'n ysgrifenedig. Gall rheolwyr, cydweithwyr gwaith neu unigolion a'u teuluoedd roi adborth. Gellir rhoi adborth ar berfformiad yr unigolyn yn anffurfiol, e.e. drwy drafodaethau â chydweithwyr mewn cyfarfodydd tîm neu ag unigolion a'u teuluoedd; neu gellir ei roi'n ffurfiol drwy'r broses goruchwylio staff. Fel gweithwyr iechyd a gofal cymdeithasol, mae'n bwysig bod y gweithiwr yn derbyn beirniadaeth adeiladol, myfyrio arni ac wedyn ei defnyddio mewn ffordd gadarnhaol i wella eu datblygiad personol a phroffesiynol.

Reflective practice is about looking back and reflecting upon an experience that has occurred during practice. It encourages reflection and thoughts about what happened, decisions that were made, actions that were taken and the consequences of those decisions and actions.

Emotion is central to reflective practice as it enables a worker to explore their feelings, values, and judgments around a specific practice. This is to support deeper learning about what happened and why. Ultimately, reflective practice enables a worker to learn from what happened to develop and improve their future practice.

Reflective practice enables us to achieve a better awareness of ourselves, our knowledge and understanding, our skills and competencies, and workplace practices in general. It involves:

• considering what we did
• considering why we did it like that
• considering whether it was successful
• considering whether it could have been done better
• planning for any changes to our future practice.

Mae ymarfer myfyriol yn ymwneud ag edrych yn ôl a myfyrio ar brofiad sydd wedi digwydd yn ystod ymarfer. Mae'n annog myfyrio a meddyliau am yr hyn a ddigwyddodd, penderfyniadau a wnaed, y camau a gymerwyd a chanlyniadau'r penderfyniadau a gweithredoedd hynny.

Mae emosiwn yn ganolog i ymarfer myfyriol gan ei fod yn galluogi gweithiwr i archwilio ei deimladau, gwerthoedd a barn ynghylch arfer penodol. Mae hyn er mwyn cefnogi dysgu dyfnach am yr hyn a ddigwyddodd a pham. Yn y pen draw, mae ymarfer myfyriol yn galluogi gweithiwr i ddysgu o'r hyn a ddigwyddodd i ddatblygu a gwella ei ymarfer yn y dyfodol.

Mae ymarfer myfyriol yn ein galluogi i feithrin gwell ymwybyddiaeth ohonom ni ein hunain, ein gwybodaeth a'n dealltwriaeth, ein sgiliau a'n cymwyseddau, a'n harferion yn y gweithle yn gyffredinol. Fel rhan o'r broses, byddwn yn:

• ystyried beth wnaethom
• ystyried pam y gwnaethom ei wneud felly
• ystyried p'un a oedd yn llwyddiannus
• ystyried p'un a fedrai wedi ei wneud yn well
• cynllunio ar gyfer unrhyw newidiadau i’r ymarfer yn y dyfodol.