Between now and the future

How to stand your ground? So that you can act professionally and hold your own, also in doubtful or difficult situations and being clinically insecure. How can you prevent yourself or students from dropping out? Strengthen your coaching, guidance, and self-regulation skills.

Goal-oriented learning, development and professionalisation

This training teaches you as a professional and student to reflect quickly and purposefully on everything you do in your work environment. This keeps you constantly focused on quality and safety, both individually and with others. The training is aimed at the quality and safety of care provision as well as guiding, coaching, and strengthening self-regulation skills of yourself, colleagues, and students.

Why this training?

The care you have to provide is becoming increasingly complex. More protocols and guidelines, more empowered care recipients, an increase in digitization, fewer and fewer colleagues to assist you, more and more students or new colleagues to train and support. It comes down to you more and more often; that you make the right decision at the right time, take the right action and be accountable for it.

Training objective

BTo develop and strengthen guidance, coaching, and self-regulation skills.

What does the training offer?

You will learn to use the Quick Reflective Practice (QRP) method in this training. This method helps you reflect immediately and purposefully in every situation, make the right decisions, and learn from your actions. You reflect quickly and easily before, during, and after each action on the basis of eight meta-cognitive skills: orienting, planning, monitoring, testing, diagnosing, adjusting, evaluating, and reflecting. With the right application, you stimulate evidence-based working in practice.

In addition, the training focuses on continuous professional development and work-based learning. Reflection and exchange of experiences are discussed to improve or strengthen the quality of your (current) professional performance.

The main objective of the training is to learn to reflect quickly and purposefully on your role as a care provider, trainer, work supervisor, coach or student. This involves the structured use of your meta-cognitive thinking skills, the so-called critical higher thinking skills. The QRP method aims to learn and develop your meta-cognitive skills and apply them in healthcare and during the supervision and coaching of students.

It supports you in regulating your own learning, development, and professionalization. It increases one's self-regulation skills for the benefit of yourself, the student, supporting each other and helping the care recipients to increase the quality of care and strengthen control.

Critical thinking

“QRP method: A simple thinking technique to do..”

— Freda Vasse

Immediate reflection on the work floor

The day is very practical. The QRP method teaches you to reflect quickly and purposefully before, during, and after the action. This is about 'immediate reflection'. The knowledge and skill of quick and purposeful reflection before, during, and after the action is learned during the training together with essential educational theoretical knowledge applicable in practice. This involves developing:

  1. learning skills and processing information;

  2. didactic/pedagogical skills through practical practice;

  3. linked to theories of learning;

  4. communication skills and cognitive feedback techniques.

Reflecting in practice 'before, during and after the action'

Stimulates...

  • purposeful learning in the workplace;

  • gradually decreasing guidance and coaching;

  • increase autonomy and independence in learning and working;

  • reflect on everything you do where it is desirable or necessary;

  • give, receive and constructively address each other.

Supports...

  • alignment guidance ↔ development level ↔ and way of learning and working;

  • alignment of responsibilities/competencies;

  • patient/client safety and space to learn;

  • development of professional conduct;

  • Competence development → performance improvement, which you show and do in practice.

What's in it for you?

After finishing the training

  • You can correctly apply the QRP method in practice.

  • Your reflection skills have been strengthened.

  • You work more independently and self-managing.

  • You will be more aware of your own abilities

  • You will be more skilled at arguing and discussing.

  • You are better able to think and work evidence-based.

  • You can give colleagues and students adequate feedback.

  • You are able to communicate and collaborate better with colleagues and students.

What is the most important thing you learned from the training?

"The interpretation of the role as a coach. How students learn and how you can respond to that."

"How does a student learn and 'remember'. Communicating to students."

"Being able to give better feedback through the guidelines from the training."

"Better guidance of the student, more insight into guiding in their learning process."

"3 Step-by-step plan for coach + student guidance skills."

"That there is more structure (should/will be) in learning objectives and how these should be achieved."

"How to deal with a 'difficult' attitude of a student. How to give feedback."

"Structuring your coaching." "Competence/competence and conscious/unconscious."

"That it is important to connect with the student instead of where the at the end of the course/internship should be."

Source: Quotes from evaluation forms of nurses who have followed the QRP method training.

The origin of the QRP method

The following categories of meta-cognitive activities are considered important by various researchers: orientation, planning, process monitoring, testing, diagnosing, adjusting, evaluating, and reflecting" (Verloop & Lowijck, 2003, p.154)[3]. The theory of Schön (1983)[1] focuses on the central role of reflection during and after professional action with the aim of professional development and the creation of a learning organization. These two concepts of meta-cognitive skills as part of achieving a full-fledged learning process and the reflective practitioner "in action, on action" have been brought together in one simple method: The QRP method (Vasse, 2009)[2]. These eight categories are incorporated into the QRP method by reflecting on them immediately and quickly before, during, and after the action. In addition to immediate and quick reflection on these categories throughout the day, the QRP method can be used as a tool for a more extensive delayed reflection. Which categories went well, and which need (further) development and/or reinforcement.

RReferences

1 Elkjaer, B. & Brandi, U. (2014, p. 836). In: Billett et al. (eds.), International Handbook of Research in Professional and Practice-based learning, Springer International Handbooks of Education. Dordrecht: Springer Science+Business Media Dordrecht.
2 Vasse, F. M. D. (2009). QRP-methode. Snel en Doelgericht Reflecteren in de Praktijk. Pdf.

3 Verloop, N. & Lowijck, J. (2003, p. 154). Onderwijskunde. Groningen/ Houten: Wolters-Noordhoff.