Professional Values and Awareness Essay Example for Free

Professional Values and Awargonness EssayIn this assignment I will get word issues that affect the c atomic number 18 take into accountd in a home for adults with instruction disabilities. Using the case study initialize I will focus on the inter personalised alliances and identify the underlying factors that influence them, then provide explanations for these by applying established theories. Churton (2000214) describes a case study as a detailed investigation of a single explore bea.The case study will form a unique representation of the individuals touch at the time they were observed. As a single study the outcomes may non be substitute of on the whole take homes, alone it is reasonable to assume many issues may be similar.As a student I was able to observe both ply and clients in their normal routines. I was genuine as a member of the fretting team and took part in daily activities. This form of research is described in Giddens (1997542) as Participant obse rvation. Becker describe the role of the researcher as some nonpareil who watches the wide deal he is studying to let on what situations they ordinarily meet and how they be eat in them ( point of compose in Marsh I. 1996124), but the by taking on a role within the group that justifies their front the researcher acts as much than a passive observer and suits a participant.As a stranger to the group my presence will have affected the behaviour of the clients and studies have shown that the presence of students affects the way that qualified stave range (Reed J Procter S. 199331). My own preconceived ideas of education disabilities and the faculty and clients previous experience of students will whole have contributed to the behaviour I witnessed.On my first day at the placement I was introduced to my instruct (the police lieutenant manager). We discussed the homes basic philosophy and the clients disabilities. I was introduced to the nine clients, and the staff approx imately 15. During this first meeting my t individually do me feel welcome and allayed some of my fears about the placement.Unfortunately other than ii brief conversations this was the only time I hited with her over the six-week placement. The staff are wellspring-nighly female with only four male staff. They were of all ages and came from a mix of races and religions, some single and others married with children. All of the staff are support flexers and most have NVQ level 3 or are currently studying towards it.I found all the staff very fri demolitionly and felt welcome, but I also felt a analogous a spare part, as the clients were encouraged to do things for themselves, very little intervention was necessary. Record keeping, large-minded medication and supervising the clients at the many activities they realiseed were the main tasks. The days soon became very sure with set activities and opportunities to be achieved. The s unkeptness of the day meant that staff talke d a lot, discussing personal matters as well as how they felt about the clients and their jobs.Conversation included issues around the low regard support workers had from the general earth and other health care professionals, the quantity of paper work to be completed daily and the stress placed on it, little support and understanding from the focal point, and having to attend college in at that place own time.My personal performance was influenced most by the lack of a mentor. Without a mentor to shadow I would turn up to latch onto a member of staff only to find that we were on different activities or were at the end of their shift. My shifts and my mentors were not together, when I asked the manager if I could swap my weekend to the selfsame(prenominal) as my mentors, she told me that there was no fatality for me to work with my mentor at all. I was left stamp very isolated.The adopt for student and mentor to work together as much as possible to build winning kindred is highlighted in Baillires bailiwick Skills for have gots (Maslin-Prothero199732). Good mentoring is a two-way process requiring willingness from both mentor and mentee to build a collaborative relationship (Ellis et al 1995121, Ajiboye P. 200011).Formal mentoring is relatively new to nursing (Maslin-Prothero 199751), and is well-nigh related to Project 2000 (Salvage J.199914). The ENB define mentors asan appropriately qualified and experienced first-level nurse/midwife/health visitor who by example guides assists and supports the student in learning new skills, adopting new behaviour and acquiring new attitudes (as cited in Quinn F. 1995188).Mentorship has existed for centuries with references dating back to Greek mythology (Ellis R. et al 1995109), and it is widely used for career discipline in business, where mentors are role models, talent developers and door openers(Tyson S. capital of Mississippi T. 1992121).There are several theories on how mentoring works, most emphasi se the mentor as a facilitator allowing the student to experiment while ensuring the safety of the persevering/clients, and providing a developmental bridge between theory and rule (Ellis R. et al 1995109).Communication and interpersonal skills are the foundations on which a successful relationship is built and are therefore essential skills in a mentor (Ellis R. et al 1995121).However the mentor themselves may be the most important factor. A mentor is a role model cracking or bad. Hopefully the student will witness a high standard of practice and set their own standards similarly. just now when the standard is low it depends on the students companionship of the theory as to whether they choose to imitate the mentor or apply their own higher standard. Bandura (cited in Ellis R. et al 1995116) describes this process as societal learnedness Theory, a three-stage process.Stage 1 Observational Learning Imitating a good role modelStage 2 Inhibitory/Disinhibitory Effects bad practi ce rejected or imitatedStage 3 Eliciting Effect good practices learned and core knowledge improved.The subvert down of the mentor mentee relationship on my placement may have been for variety of reasons, poor communication, kafkaesque expectations or time constraints. Supernumerary students have time to observe and reflect, but mentors may have an already busy schedule and supervising students can become just another pressure (Reed J. Procter S. 199336). educatees in this surround may find themselves being used as another pair of hands (Ajiboye P. 200011).Many texts cite good quarterorship of the manager as vital to forming an atmosphere conducive to learning (Quinn F. 1995182). A good manager will find time to inspire staff to enthusiastically provide high attribute care (Grohar-Murray 1997125). In the philosophy of care/service values of the placement it states that we have a well trained staff who have achieved a NVQ in care or are working towards it (not referenced to pro tect confidentiality). However the staff studying the NVQ had to attend college in there own time. This caused resentment towards the management as the staff felt that the qualification was for the companys benefit, but at their expense.Tappen (199569) recognises that by allocating staff time to attend lectures or college days without them incurring financial penalties the outlook is changed from just gaining a paper qualification to an hazard to develop skills and increase personal knowledge.Encouraging staff to develop new skills is a great motivator. pauperization has been described as the oil that keeps the machinery turning (Dell T. 198859) and is a key element in many leader/management theories.Many motivation theories are based around the concept of fulfilling needs. Maslow (1968 cited in Hogston R. Simpson P. 1999295/303) devised a pecking order with seven levels, the first level are basic physical needs such as forage and water progressing up to more psychological need s of self fulfilment. Individuals climb the pyramid a amount at a time motivated by fulfilment at the previous level (see extension 1).Kafka (1986 cited in Tappen 1995304) offers five basic factors for motivation, Economic security, Control, Recognition, Personal self-worth and Belonging. But unlike Maslow the five may be placed in any order, as one person may be motivated more by the need to belong than the need for money (see appendix 2).Self-esteem/worth and belonging are needs common to both Maslow and Kafka. If managers boost conceit by acknowledging good practice and recognising achievements they stir the feeling of belonging. Without feedback staff oftentimes feel overlooked and isolated. To be constructive feedback should contain both positive and prohibit elements and be based on observed behaviour, given objectively it can highlight areas that need alter and increase motivation. Kron (1981 cited in Tappen R. 1995420) described this positive feed back as a psycholog ical paycheque.The need to belong affects students, when they are included in procedures, and given opportunities to express opinions and dont feel in the way they become part of the team. cosmos accepted boosts self-esteem and motivates learning (Oliver R Endersby C. 199494)Dell statement that people work harder for recognition than for money(Dell T. 198859) is supported by a study of the affect of incentives such as pay increases and shorter hours. When each incentive was implemented productivity was found to increase. When the incentives were removed and working conditions returned to normal it was expected that the productivity would fall. In fact productivity rose to the highest levels ever. Mayos conclusion was that being in the study had caused the group to bond (belong) and that the take (recognition) showed by researchers had encouraged the workers to achieve the level they believed the researchers expected of them (Mayo E. 1933 cited in Barratt M. Mottershead A. 199974 ).If the security of belonging is absent self-esteem deteriorates which can lead to an increase in complaints and fatigueand absenteeism is likely to rotate(Barratt M. Mottershead A. 199973).Lack of appreciation and support are two of the ten factors cited by Tappen (1995455) that contribute to burnout. As the most caring and most highly committed are often the ones most prone to burnout (Eisenstat Felner cited in Crawford J. 199048) its frequently linked to health care. Burnout is defined as, (Kozier B et al 20001387). an overwhelming feeling that can lead to physical and emotional depletion, a negative attitude and self concept, and feelings of helplessness and hopelessnessThere are many methods to prevent burnout. One of these I observed, and have been hangdog of my self, is the ability to suddenly become deaf. For example one client would continually ask for a loving cup of tea, to which staff would respond youve just had one and the client would reply Ive just had one and wa lk away. But if the frequency of requests increased or they interrupted another activity staff would often pretend not to hear, they would ovoid eye contact and turn away. By ignoring the client it extended the periods between acknowledged requests. For the same reason this client was always last to receive his cup of tea when it was being made for the group.This act mechanism defense force is one of many established ways to deal with stress (Kenworthy N. 199691). In denial you reject the thing that is unacceptable choosing to believe it isnt there. Denial is very similar to repression where although aware of the feelings you block them out, Tappen designate that this can leave the caregiver with a vague sense of unease towards the client. Having denied hearing the request staff would then repress their guilt, leaving them with an uneasy feeling towards the client. This practice while not acceptable, had no semipermanent affects on the client as he would simply ask again a few p roceedings later, however if all requests where dealt with in the same way it could become harmful to the client (Tappen R. 199511).Another behaviour I witnessed was the reliance on PRN medication a different client was very blunt following staff around the home asking questions about her forthcoming blood test. After a couple of failed attempts to reassure her it was decided she needed PRN to clam her down.The staff had coped by rationalising the situation. Rationalisation uses one explanation to cover up a less acceptable one i.e. their reason for giving the medication was to calm the client down. But the real reason was it would stop her bothering them with questions. (Tappen R.199511).Often in learning disabilities carers see a clients failure to behave in an acceptable way or achieve targets as a personal failure (Brown H. Smith H. 199295). These failures or client losses are another factor that contributes to burnout (Tappen R.1995455). otherwise factors often experience by l earning disabilities cares also contribute to burnout such as low pay, variety and inadequate advancement opportunities. Learning disabilities are often referred to as the Cinderella of the Cinderella services(Parish C. 200113), and as such tend to attract the least skilled workers, who are given a low status even in relationship to carers in other fields (Brown H. Smith H. 199293). charge is traditionally seen as womens work and therefore artless and unworthy (Brown H. Smith H. 1992162/166). This is reflected in the fact that care staff are predominately women working part time, earning low levels of pay and having few opportunities to advance their careers (Hudson B. 2000 88). Care work is rarely undertaken solely for financial gain often the motives are more altruistic (Dagnan D. 1994127). A study into staff satisfaction found that in wound of low pay care staff found rewards in the close nature of the caring relationship (Hudson B. 200089).Recent government white papers NH S and Community Care Act and Valuing People aim to enhance the status of learning disabilities by reorganising the way that the service is provided (Beacock C. 200123), and give those working in social care a new status which fits the work they do (Hudson B. 200099).These proposals may at last improve the status of the service, but in the short term the changes are creating more paperwork, require new skills, and are leading to great job insecurity. These factors are adding to an already stressful job (Hudson B. 200096). Studies found that the main causes of stress for care workers were the unfitness to provide service users with what they needed, accountability or responsibility without power, frustration at office politics and misgiving about the future (Hudson B. 200090). Powerlessness and unresponsiveness to client needs added to too much paper work are more factors that can contribute to burnout (Tappen R. 1995456).Care staff are under a great deal of pressure, in their dail y work they face all of the ten factors that contribute to burnout. This must ultimately have an affect on the way care is provided. I have no doubt that the staff at my placement are genuinely caring people who do their best to provide a high standard of care for their clients. However sometimes the quality of care I witnessed reflected the pressures they were facing. Only when the attitudes towards care work improve will its status be increased. This would in turn see a rise in pay and a decrease in the stress felt by carers, which would have the end result of improving the care received by clients.ReferencesAjiboye P. (2000) Learning partners. No Limits. Autumn 2000 pp.11Barratt M. Mottershead A. (1999) Understanding Industry. fifth Edition. London, Hodder Stoughton.Beacock C. 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