NOVICE to MASTERY
Professional Care- Competence(d) - Development of Knowledge, skills and professional behaviour must continue through the therapists working lifetime through continuing professional education.
Current association membership, and the invaluable recognition for Private Health Insurance rebates, is dependent on three requirements: current malpractice insurance; first aid certificate; and continuing education points. Since 2003, when massage therapy was recognised for Private Health Funds rebates, it has been necessary for therapists to belong to an association. Acquiring education points has become a necessity more than a curiosity for learning. The focus of attention to attend courses and conferences has been to get points. Many therapists stop ongoing education once the quota has been met. Each year of my working lifetime, since the early 1980s, has involved many hours of study, often well beyond the minimum requirements for association membership.
In my view, the purpose of study is not just about qualification, but the pursuit of excellence. Dreyfus and Dreyfus (1980) studied chess players and airline pilots to describe the pathway to excellence. They determined different levels of proficiency from novice to master.
The Iceberg Principle or Iceberg Theory is a theory that suggests that we cannot see or detect most of a situation's data. The theory, which we also call the 'Theory of Omission' or 'Iceberg Model,' applies to systems and problems too.
Assignment 3
ePORTFOLIO
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Please click to examine each level along the the pathway Novice to Mastery. I have included a representation of my learning and knowledge for each level.
It may be that I am considered an expert, but my curiosity for knowledge has not waned.
I will always feel a gap in my continuing education plan and so, I am now enrolled in a Master of Mental Health Nursing.
NOVICE to APPRENTICE
When I began nursing, I had no experience in performing tasks. We were introduced to knowledge and learnt the skills involved with nursing through experience. As expected of a novice, I began with the simplest tasks, applying relevant knowledge and procedural skills. This led to my development of a professional identity and engagement in supervised practice. Within the massage training the focus was on observation, structured procedures and set routines of practice.
JOURNEY MAN
On qualification as a Registered Nurse and a Massage Therapist, I was considered competent and authorised to work in the field. I was classified as fully trained, but I knew I needed experience and continuing education. My journey took a turn when I became interested in the sporting arena. This led me to developing new expertise and further study into sports injuries and musculoskeletal damage. I learnt how to recall, apply and synthesis relevant knowledge and developed my client management skills. As I continued my work as a massage therapist and nurse, I could feel myself becoming more successful and reliable.
EXPERT
As my professional identity developed, I became more inclined to engage in further study. I enrolled in a Bachelor of Health Science which ignited an interest into chronic disease and pain which led me to see the importance of lifestyles and the development of disease. I began a Masters in Clinical Science in lifestyle medicine. This was expert knowledge that both influenced and fostered skills that were unique to my practice.
MASTERY
In the last years I have continued regular education, but my attention has shifted to mentoring and teaching massage to nursing students and lecturing to massage professionals. I have added writing with peer reviewed articles and a book chapter in a professional textbook.
TEACHING & MENTORING
Teaching has been an element of my career almost since the beginning, but the quality purpose and intention of the process has deepened in direct relationship with my development along the pathway to mastery. The images and comments to follow are intended to represent that growth and shift. Unfortunately, I don't have artifacts for all my teaching. However, the two most enjoyable teaching areas in which I have had the pleasure to work are the 10 years I taught Exercise Sport Science Students, Cumberland College and, in recent times, 3rd Year Nursing Students at Avondale College.