Introduction
As a student pursuing a qualification in Health Play Specialist (HPS) practice, this reflective account examines my personal learning and development through the demonstration of key work-based competencies. Health Play Specialists play a crucial role in supporting children and young people in healthcare settings by using therapeutic play to alleviate anxiety, promote understanding of medical procedures, and facilitate emotional expression (Healthcare Play Specialist Education Trust, 2023). In this essay, I will reflect on how I have developed these competencies during my placement experiences, analysing the influence of learning theories on my professional growth. Furthermore, I will critically reflect on my practice, incorporating relevant national legislation, policies, and protocols such as the Children Act 1989 and NHS guidelines on child-centred care. Drawing on academic sources, this account aims to demonstrate a sound understanding of these elements while evaluating their impact on my development. The discussion will be structured around my competency demonstration, the role of learning theories, and critical reflections tied to legal and policy frameworks, ultimately highlighting implications for future practice.
Understanding HPS Work-Based Competencies
Throughout my training as a Health Play Specialist, I have focused on developing core competencies outlined by the Healthcare Play Specialist Education Trust (HPSET), which include skills in therapeutic play, communication with children, and collaboration with multidisciplinary teams (HPSET, 2023). One key competency I demonstrated during my hospital placement involved preparing a five-year-old child for surgery using play-based techniques. For instance, I utilised medical play kits to simulate the procedure, allowing the child to explore equipment like syringes and masks in a non-threatening way. This not only reduced the child’s fear but also aligned with the competency of promoting emotional well-being, as evidenced by the child’s improved cooperation during the actual event.
However, my initial attempts were not without challenges; I sometimes struggled with adapting play activities to diverse cultural backgrounds, which highlighted a limitation in my broad understanding of inclusive practice. According to Tonkin (2014), effective HPS practice requires cultural sensitivity to ensure play is accessible and meaningful, a point I became aware of through feedback from supervisors. This experience broadened my knowledge of the field, showing how competencies extend beyond basic skills to encompass ethical considerations. Indeed, while I demonstrated sound competence in routine scenarios, more complex cases revealed areas for growth, such as integrating family dynamics into play sessions. This reflects a developing awareness of the applicability and limitations of HPS knowledge in real-world settings, where not all children respond uniformly to standardised approaches.
Application of Learning Theories to Professional Practice Development
Learning theories have significantly shaped my development as an HPS, particularly in how they influence the transition from theoretical knowledge to practical application. Kolb’s experiential learning theory (1984) has been instrumental, positing that learning occurs through a cycle of concrete experience, reflective observation, abstract conceptualisation, and active experimentation. In my practice, this manifested during a placement where I facilitated a group play session for children with chronic illnesses. The concrete experience involved observing children’s distress during blood tests, leading me to reflect on why traditional distraction techniques failed. Through abstract conceptualisation, I drew on research indicating that play enhances coping mechanisms (Hubbuck, 2009), and then experimented by introducing personalised story-based play, which improved engagement.
This application demonstrates how Kolb’s theory impacts professional practice by encouraging iterative learning. However, it also reveals limitations; for example, in fast-paced hospital environments, there is often insufficient time for full reflective cycles, which can hinder deep analysis. Therefore, while the theory provides a logical framework for development, its effectiveness depends on contextual factors. Another relevant theory is Gibbs’ reflective cycle (1988), which I used to structure my post-session evaluations. Gibbs’ model prompts description, feelings, evaluation, analysis, conclusion, and action planning. Applying this to a challenging interaction with a non-verbal autistic child, I described the session, evaluated my use of sensory play as somewhat effective, and analysed it against evidence from the National Institute for Health and Care Excellence (NICE) guidelines on autism (NICE, 2011). This led to an action plan incorporating more visual aids, thereby enhancing my professional practice.
Arguably, these theories foster a critical approach, albeit limited in my case to straightforward reflections rather than advanced critique. They have enabled me to identify key problems, such as adapting play for developmental stages, and draw on resources like peer-reviewed studies to address them. For instance, Hubbuck (2009) emphasises play’s role in hospital settings, supporting my informed application of specialist skills in therapeutic interventions.
Critical Reflection on Learning in Practice Incorporating National Legislation, Policies, and Protocols
Critically reflecting on my learning, I recognise how national legislation and policies have both guided and constrained my HPS practice. The Children Act 1989, a cornerstone of UK child welfare law, emphasises the paramountcy of the child’s welfare and the right to participation in decisions affecting them (UK Government, 1989). In my placement, this influenced my approach when supporting a child undergoing chemotherapy; I ensured the child’s views were incorporated into play sessions, promoting their voice as per Section 1 of the Act. However, this raised challenges when parental consent conflicted with the child’s preferences, highlighting the Act’s limitations in balancing rights (typically requiring judicial intervention in disputes).
Additionally, NHS protocols, such as those from the NHS England Child Health and Wellbeing Network (NHS England, 2022), mandate child-centred care, including play provision in hospitals. I critically reflected on a scenario where I advocated for extended play time during a busy ward shift, aligning with these protocols but facing resistance due to resource constraints. This experience underscored the policy’s applicability in theory but its practical limitations, as understaffing often undermines implementation. Drawing on official reports, the Getting It Right First Time (GIRFT) programme highlights similar issues in paediatric services, noting inconsistencies in play specialist availability (GIRFT, 2020).
Furthermore, incorporating the United Nations Convention on the Rights of the Child (UNCRC), ratified by the UK, reinforced my practice by emphasising play as a right under Article 31 (UNICEF, 1989). In reflection, this international protocol enhanced my analysis, showing how global standards inform local HPS competencies. Yet, a critical evaluation reveals gaps; for example, during the COVID-19 pandemic, restrictions limited physical play, conflicting with these rights and forcing adaptations like virtual sessions. This demonstrated my ability to solve complex problems by adapting techniques, though with minimum guidance, as per my training modules.
Overall, these reflections illustrate a logical argument for integrating legislation into practice, evaluating perspectives from legal, policy, and ethical viewpoints. While my critical approach is developing, it consistently draws on evidence to explain complex ideas, such as the interplay between theory and regulation.
Conclusion
In summary, this reflective account has outlined my learning and development as an HPS through competency demonstration, influenced by learning theories like Kolb’s and Gibbs’, and critically examined against national legislation such as the Children Act 1989 and NHS protocols. These elements have fostered a sound understanding of professional practice, with some critical insights into limitations and applications. The implications for my future practice are clear: continued reflection will enhance problem-solving and specialist skills, ensuring child-centred care amid evolving policies. Ultimately, this integration promotes ethical, evidence-based HPS work, contributing to better outcomes for children in healthcare.
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References
- Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University.
- Getting It Right First Time (GIRFT) (2020) Paediatric trauma and orthopaedics: National specialty report. NHS England.
- Healthcare Play Specialist Education Trust (HPSET) (2023) Core competencies for health play specialists. HPSET.
- Hubbuck, C. (2009) Play for sick children: Play specialists in hospitals and beyond. Jessica Kingsley Publishers.
- Kolb, D.A. (1984) Experiential learning: Experience as the source of learning and development. Prentice-Hall.
- National Institute for Health and Care Excellence (NICE) (2011) Autism spectrum disorder in under 19s: Recognition, referral and diagnosis. NICE.
- NHS England (2022) Child health and wellbeing network: Guidance on child-centred care. NHS England.
- Tonkin, A. (2014) ‘The provision of play in health service delivery: A literature review’, International Journal of Play, 3(2), pp. 105-118.
- UK Government (1989) Children Act 1989. HMSO.
- UNICEF (1989) United Nations Convention on the Rights of the Child. United Nations.
