Introduction
This reflective essay explores my learning and development as a Health Play Specialist (HPS) student through the demonstration of work-based competencies in a real-world clinical environment. Health Play Specialists play a vital role in supporting the emotional and developmental needs of children in healthcare settings by using therapeutic play to alleviate stress and facilitate coping mechanisms (Hubbuck, 2009). This account critically reflects on my practical experiences, drawing connections between learning theories and professional practice. Furthermore, it examines the influence of national legislation, policies, and protocols on my development, ensuring a comprehensive understanding of the HPS role within the broader healthcare framework. By integrating academic resources and personal insights, this essay aims to provide a logical and evidence-based reflection on my professional growth, adhering to the standards expected of an undergraduate submission.
Practical Competencies and Professional Growth
During my placement in a paediatric ward, I demonstrated core HPS competencies, such as preparing children for medical procedures through play-based interventions. For instance, using medical play with dolls and equipment, I helped a young patient understand an upcoming surgery, reducing their anxiety—an approach supported by research highlighting the therapeutic benefits of play in healthcare (Moore et al., 2015). This experience not only enhanced my communication skills but also deepened my understanding of how play can bridge the emotional gap between a child and the often intimidating hospital environment. Indeed, the ability to adapt play techniques to individual needs demonstrated my growing competence in tailoring interventions, a key skill in this field.
However, challenges arose, particularly in managing time effectively amidst a busy ward schedule. Initially, I struggled to balance direct patient interaction with necessary documentation. Through feedback from my supervisor and reflective practice, I developed strategies to prioritise tasks, ensuring both clinical and emotional support duties were met. This process reflects the importance of self-regulation and adaptability, cornerstones of professional development in healthcare roles (Kolb, 1984). My ability to identify and address these practical challenges illustrates a sound understanding of the HPS role, though I recognise that my critical approach to such issues remains somewhat limited by my inexperience.
Learning Theories and Professional Practice
Learning theories have significantly shaped my approach to professional practice as an HPS. Kolb’s Experiential Learning Theory (1984) has been particularly relevant, as it emphasises learning through concrete experiences, reflective observation, abstract conceptualisation, and active experimentation. During my placement, I engaged in this cycle by first undertaking play interventions (experience), reflecting on their effectiveness with my mentor (observation), understanding the theoretical basis of therapeutic play (conceptualisation), and then adjusting my approach in subsequent sessions (experimentation). For example, after noticing a child’s lack of engagement with a particular play activity, I reflected on this with my supervisor, researched alternative sensory-based play methods, and applied them successfully in later interactions.
Additionally, Vygotsky’s Sociocultural Theory (1978) underscores the importance of social interaction in learning, which aligns with the collaborative nature of HPS work. Working alongside nurses, doctors, and families, I learned to scaffold a child’s understanding of medical procedures through guided play, reinforcing the idea that professional practice develops within a social context. While I grasp the applicability of these theories, I acknowledge that my critical evaluation of their limitations—such as their general applicability across diverse cultural backgrounds—remains underdeveloped at this stage. Nevertheless, these frameworks have provided a robust foundation for understanding how theoretical learning translates into effective practice.
Impact of National Legislation, Policies, and Protocols
My development as an HPS has been significantly influenced by national legislation and policies that govern healthcare practices in the UK. The Children Act 1989, which prioritises the welfare of the child, serves as a fundamental guide for my practice, ensuring that all interventions are child-centred and promote well-being (HM Government, 1989). This legislation underpins the importance of safeguarding, an area I focused on during placement by adhering to hospital protocols on confidentiality and risk assessment when engaging with vulnerable children.
Moreover, the National Health Service (NHS) Constitution outlines the right of children to receive care that respects their individual needs (Department of Health and Social Care, 2015). In practice, this meant ensuring that play activities were inclusive and accessible, accommodating children with diverse abilities—a principle I applied when designing sensory play for a child with autism spectrum disorder. Adhering to local hospital protocols on infection control further shaped my practice, as I had to modify play activities to use sterilised or disposable materials during the placement. Reflecting on these frameworks, I recognise their importance in standardising care but also note potential limitations, such as resource constraints that sometimes hinder the implementation of individualised play plans. This critical reflection, though preliminary, highlights my growing awareness of the interplay between policy and practice.
Critical Reflection on Learning in Practice
Critically reflecting on my learning journey, I identify both strengths and areas for improvement. One key strength was my ability to build rapport with children, fostering trust that facilitated therapeutic outcomes. For instance, consistently using distraction techniques during venepuncture procedures helped reduce distress for several patients, a success underpinned by evidence on the efficacy of play-based distraction (Koller and Goldman, 2012). This achievement reflects my ability to apply specialist skills competently, a core requirement of the HPS role.
Conversely, I encountered difficulties in managing emotionally challenging situations, such as supporting a child through a prolonged hospital stay. My initial response lacked depth, as I focused primarily on immediate play interventions rather than long-term emotional support strategies. Upon reflection, and with guidance from academic sources, I now understand the need for sustained engagement and interprofessional collaboration in such cases (Hubbuck, 2009). This experience highlights a gap in my problem-solving approach, which I aim to address through further training and mentorship. While my critical approach to these challenges is still developing, this reflection demonstrates my commitment to ongoing professional growth by drawing on appropriate resources and feedback.
Conclusion
In conclusion, this reflective account has explored my learning and development as a Health Play Specialist through the demonstration of practical competencies in a real-world setting. By integrating Kolb’s and Vygotsky’s learning theories, I have gained insight into how theoretical frameworks underpin professional practice, enhancing my ability to deliver child-centred care. Additionally, adherence to national legislation, such as the Children Act 1989, and NHS policies has shaped my understanding of ethical and legal responsibilities, though I acknowledge the practical limitations posed by resource constraints. Critical reflection on my placement experiences reveals both strengths in building rapport and areas for growth in managing complex emotional needs. Moving forward, these insights will guide my continued development, ensuring I address identified gaps through further learning and interprofessional collaboration. Ultimately, this reflective process underscores the dynamic interplay between theory, policy, and practice in fostering professional competence as a Health Play Specialist.
References
- Department of Health and Social Care. (2015) The NHS Constitution for England. UK Government.
- HM Government. (1989) The Children Act 1989. London: HMSO.
- Hubbuck, C. (2009) Play for Sick Children: Play Specialists in Hospitals and Beyond. London: Jessica Kingsley Publishers.
- Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
- Koller, D. and Goldman, R. D. (2012) Distraction techniques for children undergoing procedures: A critical review of pediatric research. Journal of Pediatric Nursing, 27(6), pp. 652-681.
- Moore, E. R., Bennett, K. L., Dietrich, M. S. and Wells, N. (2015) The effect of directed medical play on young children’s pain and distress during burn wound care. Journal of Pediatric Health Care, 29(3), pp. 265-273.
- Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
