from the fifteen AHPs registered with the Health and Care Professions Council (HCPC) in the United Kingdom (UK). This is the second edition of a book that was originally written to prepare occupational therapy and physiotherapy students for the transition between student and registered clinician. The rationale for the book in 2009 was that few books were interprofessional, and embedded within professional practice. This rationale remains equally valid; however, this updated volume reflects the fact that standards of practice and expectations from both regulators and service users have changed. Moreover, there is a vital emphasis on leadership, quality assurance, equality and diversity, and co-production.
Co-production is central to Allied Health Practice because it moves the power away from professionals towards service users, and challenges the assumption that service users are passive recipients of care. This in turn elevates the service user/clinician relationship to an equal and reciprocal partnership. It is the process by which service users, carers, and health and social care professionals work together to achieve patient-led and patient-centred services and outcomes (Cahn 2000). Some chapters also contain service-user perspectives or insights (usually written in first person).
A ‘professional’, in the context of this book, describes someone who is registered with the statutory regulator, which in the UK is the HCPC; and who can demonstrate a high level of expertise in their area of health and social care. The role of the regulator is to protect the public. It does this by setting professional and education standards, keeping a register of professionals who meet their standards, and taking action to address a registrant who is failing to meet those standards. The HCPC provides ‘Standards of Proficiency’ for each of the professions it regulates; registrants must meet these standards to register, and to remain registered. These standards describe the duties and behaviour expected from registrants, and a failure to uphold any of the standards can render a student or registrant unfit to practice, either temporarily or permanently.
The book chapters will focus on the HCPC professional competencies for AHPs; although the principles covered will also be relevant to AHP students and professionals from other countries that follow similar standards of practice. This means that the book should help clarify expectations from a regulatory body. It may not provide all of the answers but we hope that it will enhance knowledge and provide advice that improves professional practice. In the first instance it is recommended to read the book chapters in order as the content builds on the preceding chapters. Each chapter begins with an overview and concludes with Key Take Home Messages.
Chapter 1 relates to the HCPC standards about critical reflection and drawing on relevant information to inform and review practice. Reflective practice enables us to critically analyse our professional practice in a way that leads to development and improvement. It is therefore an integral part of improving quality in health and social care.
Chapter 2 introduces the concept of self-care as a means to enable AHPs to adapt in the face of challenging circumstances. Professional practice can be challenging, and this in turn can affect our own physical and mental health. The chapter on self-care and caring reflects recent changes in health care practices, but also emphasises the importance of AHPs developing coping strategies to be able to function effectively, efficiently, and safely within professional practice. It links particularly to the HCPC standard regarding fitness to practice.
Chapter 3 recognises that ethics is a subject central to professional practice. It outlines why AHPs require a degree of ethical expertise. All AHPs will undoubtedly encounter events that raise ethical questions and dilemmas and which will require careful and informed ethical reasoning to explore and address.
Chapter 4 reflects the changes and challenges AHPs face when promoting equity and equality. This book’s focus changed as a result of the pandemic, the death of George Floyd, and the events that followed which provided an active space for difficult conversations here in the UK and beyond. Many professions became more vocal about the need for equality and equity and in supporting more diversity within the workforce of the Allied Health Professions.
Chapter 5 relates to the importance of quality assurance within professional practice, with a particular emphasis on leadership. Leadership is required at all levels of professional practice and the chapter reflects on leadership skills and the building blocks for how we can improve the quality of professional practice.
Chapter 6 focuses on interprofessional working and emphasises the skills needed to work in teams. It reflects on some of the common challenges and considers best practice, particularly in the sharing of information. It is important to stress that AHPs cannot, and do not, work in silos, and it is expected that you will collaborate with other professionals for the benefit of service users and carers.
Chapter 7 looks at how to prepare for successful career transitions. It begins with a focus on preparing for success, then moves to how to complete an application form and be successful at interview. It concludes with an exploration of the need for continuing professional development within the workforce.
Chapter 8 refocuses on the concept of professionalism. It reflects on what it means to be a professional, and on the expectations on individual AHPs within professional practice.
References
1 Cahn, E.S. (2000). No More Throw-away People: The Co-production Imperative. Washington: Essential Books.
Chapter 1 Reflection The Link between Professionalism, Evidence-Based Practice, and Clinical Reasoning
Keith Walker & Alison Warren
Chapter Overview
This chapter discusses the mechanisms Allied Health Professionals (AHPs) use to assess the relevance of knowledge to their practice. The Health and Care Professions Council (HCPC), in their standards of proficiency for regulated AHPs (HCPC 2013a, 2013b, 2014, 2018), demand that they are able to demonstrate that they can critically reflect on practice, as well as being able to draw on relevant information to guide practice.
What is professionalism? How does professionalism relate to the practice knowledge healthcare workers need? What are the ways in which these workers use their professional knowledge to come to decisions about what they do? These are complex but important questions. It will be helpful to locate them within commonly used terms about knowledge and healthcare. Firstly, professionalism will be defined and its relationship to the knowledge a healthcare worker needs and uses. Common terms used to reflect how AHPs deal with this knowledge are ‘evidence-based practice (EBP)’ or ‘clinical reasoning’, so both of these terms will need some explanation. Finally, this chapter will make the case for reflective practice as a cornerstone of professionalism, EBP, and clinical reasoning.
Professionalism
Professionalism has been difficult to define. It has many attributes claimed, and these attributes often change given the author and the times. There are however common themes; professionals are expected to demonstrate a key set of behaviours that reflect the values, knowledge base, and attributes of the profession in which they work. These standards are usually explicit within in each profession and appear as a code
