The following paper is a personal reflection highlighting what I have learnt to become a health care professional during my undergraduate degree and

The following paper is a personal reflection highlighting what I have learnt to become a health care professional during my undergraduate degree and what plans I have in place to transition to future employment in my chosen field of aged care, and further research. Identified will be challenges and enablers, my strengths and weaknesses, a description of what I have learnt during the course and the key competencies required for a recreation therapist (RT) in aged care. Finally, an action plan for future learning and professional development will be discussed.

My education as a health professional began in 2009 as a part-time student studying occupational therapy (OT) before changing to therapeutic recreation in 2015. Throughout the time spent studying the OT degree, I learnt numerous theoretical foundations not only in OT but in anatomy and physiology, neuroanatomy and pathophysiology. I also learnt many practical skills in transfers and wheelchair usage. The additional knowledge gained during this time will benefit future practice as a recreation therapist (RT). I see this now as I work with the elderly, my chosen future career. Having a knowledge of common diseases, and the ageing process helps prevent possible complications (Adams, 2010). The practical knowledge in transfers and wheelchair usage I gained, I use every day at work. Furthermore, the grounding in OT theory enables me to look at clients holistically, considering all aspects of their life.

Over the course of my study, my ways of thinking changed from accepting what I learnt as fact, to being critical and seeing other perspectives. My strength in critical thinking leads me question things further. This skill helped with research. Learning research methods and evidence-based research enabled me to build on critical thinking skills and provided me with the skill set to utilise evidence-based practice now and into the future. Evidence-based practice is required if I am going to demonstrate the value of therapies I want to provide in aged care (Porter, 2016). On placement, I had the opportunity to write a programme based on current evidence. Seeing real life results, and being a part of the process was exciting and a driving force to continue. RTs must be capable of applying evidenced-based research to professional practice (CTRA, 2006).

As the course progressed, I gained knowledge in recreation therapy theory and models of practice. Placement helped reinforce the value of theory and its place in practice as philosophical foundations that guide what I do (Kunstler & Daly, 2010). It also provided an opportunity to gain skills in assessments, client centred plan development, plan implementation and outcome measures. However, on placement I found the Leisure Ability Model challenging to use when working with clients who have dementia due to its theoretical foundation. I changed to the Optimising Lifelong Health Through Therapeutic Recreation Model, which was a better fit for the clients (Kunstler & Daly, 2010; Stumbo & Peterson, 1998). RTs must be proficient in conducting client assessments, developing intervention plans and evaluating results to determine if goals were achieved. These are all vital skills I will need for future practice in the aged care industry, or any future RT position (CTRA, 2006).

Reflective capacity is regarded as an essential characteristic for professional competence (Mann, Gordon & MacLeod, 2009). Self-reflection in my study and work practice has proved vital. Self-reflection has assisted in developing a greater personal understanding; as my self-reflection developed, it enabled me to establish a deeper understanding from experiences (Kinsella, 2010). Often an uncomfortable or negative situation prompted reflection. It was helpful to reflect on what worked while being aware of my feelings, assumptions, and lack of knowledge. Making sense of all of these factors allowed me to recognise what I learnt and what changes I should make in future situations.

As a RT student on placement in aged care, I had to be aware of any biases I had that could impact on my clients (Genoe, & Whyte, 2015). This took critical self-reflection, which I found confronting as I realised I could be ageist. It was not that I had a negative attitude towards the elderly, it was that I held preconceived ideas on their capabilities. This could have impacted on my programming and overall treatment success (Genoe, & Whyte, 2015). Through personal growth and education, I now address my clients holistically, not on predetermined concepts about a persons ability.

Knowledge gained about the role of fellow health professionals has enabled better communication, collaboration, and understanding between professionals in my current work/study situation. Therapists must communicate suitably with other team members as this establishes a more collaborative work environment (CTRA, 2006).

By using health promotion theories, for example, the transtheoretical model and the theory of planned behaviour, to understand and explain healthbehaviour, I have been able to assess people and their readiness for intervention (Armitage, Sheeran, Conner, & Arden, 2004). It has also provided personal insight about my health behaviours.

Communication strategies learnt have enabled effective communication both professionally and therapeutically. This has been developed both in class and on placement. These skills did take practice and improved with time. As a first year OT student I felt out of my depth when communicating with ill clients, often not knowing what to say. Placements and work have provided opportunities to build on these skills. Communication skills such as ethical communication, nonverbal communication, culturally appropriate communication, conflict resolution and active listening provide an essential skill that delivers a positive outcome (Arnold, & Boggs, 2015). Effective communication is essential. Practitioners need to communicate without passing on incorrect information. Furthermore, practitioners need to communicate appropriately with clients and team members (CTRA, 2006). This is an essential skill for future practice.

However, my communication skills in public speaking are weak and in need of improvement. It is a skill that is required for professional practice (CTRA, 2006), and one that will require constant practice if I want to continue to improve (Arnold, & Boggs, 2015).

I am also full of self-doubt. I never thought I had the aptitude to succeed academically and even though I have achieved outstanding grades, I constantly question my ability. This has stopped me striving for individual goals while at university and it will continue to do so into the future unless I make a change (Norman & Hyland, 2003).

I have developed my leadership abilities while studying. I have gained the skills to resolve conflict, to negotiate and to communicate effectively. Strong leadership abilities will transfer to future work place positions. Strong leadership is associated with effective teams (Knzle, Kolbe, & Grote, 2010).

Mental resilience is my greatest strength. From fighting my way back from brain swelling and uncontrolled seizures in my first two years at university, to having to overcome brain surgery and 18 months of rehabilitation a couple of years later, I have had to keep mentally strong to keep going. My final year is also proving to be challenging health wise. It is this ability to overcome difficult situations that will transfer to my role in aged care and future study, helping protect from stress and burnout (McAllister & McKinnon, 2009).

I have certainly faced a lot of personal challenges along the way. However, I did not expect to face discrimination due to my illness, especially from professionals who are in a caring field. On more than two occasions I have been told I should leave due to having epilepsy by academics in the School of Science and Health. That only made me more determined to succeed and to do extremely well.

Extra courses I have undertaken, provided by WSU have enhanced learning opportunities, enabled improvement and personal growth. Courses in academic writing, public speaking, time management, memory enhancement, statistics, pass classes and mental health first aid have provided key skills and experiences tohelpwith my course and future. Many lecturers and tutors have delivered opportunities that have enabled me to develop skills and strategies to reach my academic potential.

I plan to keep working in the aged care industry in the future. However, I want to make changes. Firstly, I would like other professionals to realise the value of our profession, and secondly, I want to implement strategies that improve the leisure and lifestyle of residents. There are many courses I have looked at that will add to my skill set in aged care. I am currently enrolled in laughter boss (elder clowns) and dance therapy lessons beginning in December.

I also want to continue with my education and plan the do a Master of Research, after taking 12 months off. Hopefully, I can focus this research on aged care as this is my passion.

The above reflective essay has highlighted what I have learnt over the last nine years, and how I have transferred practical skills, theories, communication skills, writing skills, critical thinking, research skills, human sciences and evidence-based practice into current workplace practice. Through self-reflection, I have become more self-aware and have learnt to practice with a deeper understanding of self and to be self-critical to improve practice. Although I have weaknesses in certain areas, I have identified these, and I am working hard to rectify them. My resilience has enabled me to overcome many challenges throughout my time at WSU, and this will be a beneficial attribute in future practice. In the short term, I plan to continue to work in the aged care sector and apply the skills I learnt, while at WSU. Longer term plans involve research in the field of aged care.

References

Adams, R. J. (2010). Improving health outcomes with better patient understanding and education. Risk Management and Healthcare Policy (3), 61. doi:10.2147/RMHP.S7500

Armitage, C. J., Sheeran, P., Conner, M., & Arden, M. A. (2004). Stages of change or changes of stage? Predicting transitions in transtheoretical model stages in relation to healthy food choice. Journal of Consulting and Clinical Psychology, 72(3), 491. doi:1.162-283s387-38

Arnold, E., & Boggs, K. (2015). Interpersonal relationships professional communication skills for nurses (7th ed.). London: Elsevier Health Sciences

Canadian Therapeutic Recreation Association. (2006). Standards of practice. Retrieved from https://canadian-tr.org/wp-content/uploads/2015/0 2/Standards_of_Practice_2006-English.pdfGenoe, M. R., & Whyte, C. (2015). Confronting ageism through therapeutic recreation practice. Leisure/Loisir, 39(2), 235-252. doi:10.1300/J015v14

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Kinsella, E. A. (2010). The art of reflective practice in health and social care: Reflections on the legacy of Donald Schn. Reflective Practice, 11(4), 565-575. Retrieved from https://pdfs.semanticscholar.org/c128/691f2615de873 dfe544fcb5dc902fe812675.pdfKunstler, R., & Daly, F. S. (2010). Therapeutic Recreation Leadership and Programming. Champaign, IL: Human Kinetics.

Knzle, B., Kolbe, M., & Grote, G. (2010). Ensuring patient safety through effective leadership behaviour: a literature review. Safety Science, 48(1), 1-17. doi:10.102s893/4-87367/45-4

Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Advances in Health Sciences Education, 14(4), 595. doi:10.1007/s10459-0079090-2

McAllister, M., & McKinnon, J. (2009). The importance of teaching and learning resilience in the health disciplines: a critical review of the literature. Nurse Education Today, 29(4), 371-379. doi:10.1016/j.nedt.2008.10.01

Mortenson, W. B., & Dyck, I. (2006). Power and client-centred practice: An insider exploration of occupational therapists' experiences. Canadian Journal of Occupational Therapy, 73(5), 261-271. doi:10.2182/cjot.06.008

Norman, M., & Hyland, T. (2003). The role of confidence in lifelong learning. Educational Studies, 29(3), 261-272. doi.10.1080/03055690303275Stumbo, N. J., & Peterson, C. A. (1998). The leisure ability model. Therapeutic Recreation Journal, 32(2), 82-96. Retrieved from https://eric.ed.gov/?id =EJ569523World Health Organization (2015). Dementia. Retrieved from http://www.who.int/mediacentre/factsheets/fs362