Introduction
This essay provides a reflective account of my learning and development as a Health Play Specialist (HPS) student, focusing on the demonstration of work-based competencies in practice. My purpose is to critically evaluate my progression, integrating relevant national legislation, policies, and protocols that underpin the role of an HPS in supporting the emotional and developmental needs of children in healthcare settings. The essay explores how I have applied theoretical knowledge to practical experiences, drawing upon academic resources and professional guidelines to inform my reflections. Key areas of focus include my ability to create therapeutic play environments, adhere to safeguarding policies, and collaborate within multidisciplinary teams. Through this critical reflection, I aim to demonstrate a sound understanding of the HPS role while identifying areas for further growth, aligning with the academic standards expected at an undergraduate level.
Understanding the Role of a Health Play Specialist and Work-Based Competencies
The role of a Health Play Specialist is pivotal in mitigating the psychological impact of hospitalisation on children by facilitating therapeutic play to support their emotional well-being and development (Walker, 2006). My learning journey began with a theoretical grounding in the core competencies outlined by the National Association of Health Play Specialists (NAHPS), which include creating safe play environments, assessing children’s needs, and collaborating with healthcare teams. During my placement in a paediatric ward, I applied these competencies by designing play activities tailored to individual children’s developmental stages and medical conditions. For instance, I supported a five-year-old undergoing chemotherapy by using distraction techniques during procedures, which aligned with NICE guidelines on reducing anxiety in paediatric patients (NICE, 2010). This experience highlighted the importance of adaptability, as I had to modify activities based on the child’s fluctuating energy levels and emotional state. However, I initially struggled with balancing therapeutic goals with time constraints, indicating a need for improved prioritisation skills.
Critical Reflection on Learning in Practice
Reflecting on my practice using Gibbs’ Reflective Cycle (Gibbs, 1988), I recognised both strengths and challenges in applying HPS competencies. One significant learning moment occurred when preparing a child for a surgical procedure. I used medical play to familiarise the child with equipment, which reduced their fear, as evidenced by their increased willingness to engage with nursing staff. This approach aligns with research highlighting play as a tool for preparation and coping in hospital settings (Moore et al., 2015). However, I initially underestimated the child’s anxiety, which delayed the effectiveness of the intervention. Upon reflection, I realised the importance of conducting a more thorough initial assessment, as recommended by NAHPS guidelines, to better tailor my approach. This experience taught me the value of continuous self-evaluation and the need to integrate feedback from both the child and their family to enhance outcomes.
Furthermore, working within a multidisciplinary team revealed the complexity of communication in healthcare settings. I collaborated with nurses and psychologists to develop a play plan for a child with autism spectrum disorder, ensuring activities were sensory-appropriate. This process deepened my understanding of the need for clear, concise communication to avoid misunderstandings, particularly under time pressure. While I generally performed well in this area, I occasionally hesitated to voice concerns about a child’s emotional needs, fearing I might overstep professional boundaries. This reflection prompted me to research assertiveness training resources, which I plan to pursue to strengthen my confidence in team settings.
Integration of National Legislation, Policies, and Protocols
My practice is underpinned by a commitment to national legislation and policies that safeguard children and guide professional conduct. The Children Act 1989, which emphasises the welfare of the child as paramount, informed my approach to ensuring a child’s voice is heard during play interventions (HM Government, 1989). For example, I encouraged children to express preferences for activities, fostering a sense of agency despite their medical circumstances. Additionally, adherence to the NHS Constitution (Department of Health, 2015) reinforced my understanding of patient-centred care, ensuring dignity and respect in all interactions. I also familiarised myself with local safeguarding protocols, such as mandatory reporting procedures, to address any concerns about a child’s safety promptly. One challenge I encountered was interpreting complex policy documents under time constraints during placement. I addressed this by creating concise summaries of key points, which aided quick reference and ensured compliance. This proactive step demonstrated my ability to identify and resolve practical issues, though I acknowledge that deeper policy analysis is an area for ongoing development.
Moreover, the Every Child Matters framework (HM Government, 2003) shaped my focus on holistic outcomes, such as promoting emotional health and ensuring safety through play. While I successfully applied these principles in most cases, I found it challenging to measure the long-term impact of my interventions due to the short duration of some hospital stays. This limitation highlights a gap in my current skill set, as long-term evaluation is a critical component of evidence-based practice. To address this, I plan to explore research methods for assessing play outcomes, ensuring future interventions are both effective and measurable.
Personal Development and Future Implications
Through this reflective process, I have identified significant personal growth in my confidence and technical skills as an HPS. My ability to adapt play activities to diverse needs and medical contexts demonstrates a sound understanding of core competencies, though my critical approach remains somewhat limited by inexperience in complex cases. Engaging with peer-reviewed literature, such as studies on play therapy outcomes, has broadened my perspective on the evidence base supporting HPS interventions (Moore et al., 2015). However, I must continue to seek out primary sources beyond the prescribed curriculum to deepen my knowledge.
Indeed, reflecting on my practice has also illuminated the importance of resilience. Working with seriously ill children can be emotionally taxing, and I initially struggled with separating personal feelings from professional responsibilities. Accessing supervision sessions and debriefing with mentors helped me develop coping strategies, aligning with recommendations for practitioner well-being in healthcare settings (NHS England, 2019). Moving forward, I aim to build on this by engaging in formal training on emotional resilience, ensuring I sustain my effectiveness in demanding environments.
Conclusion
In conclusion, this reflective account highlights my learning and development as a Health Play Specialist through the application of work-based competencies. By critically evaluating my practice, I have demonstrated strengths in creating therapeutic play environments and adhering to national legislation such as the Children Act 1989 and NHS policies. However, challenges in time management, long-term evaluation, and assertiveness within teams reveal areas for improvement. My engagement with academic literature and professional guidelines has supported a logical, evidence-based approach to addressing these issues, though my critical depth is still developing. The implications of this reflection are twofold: firstly, continued professional development is essential to refine my skills, and secondly, a commitment to integrating policy and research into practice will ensure I meet the holistic needs of children in healthcare settings. Ultimately, this process has reinforced my dedication to the HPS role and my aspiration to contribute meaningfully to paediatric care.
References
- Department of Health. (2015) The NHS Constitution for England. GOV.UK.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- HM Government. (1989) The Children Act 1989. Legislation.gov.uk.
- HM Government. (2003) Every Child Matters. The Stationery Office.
- Moore, E. R., Bennett, K. L., Dietrich, M. S., & 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), 265-273.
- NHS England. (2019) Putting Health and Wellbeing at the Heart of Our Work: Strategy 2019-2024. NHS England.
- NICE. (2010) Sedation in Under 19s: Using Sedation for Diagnostic and Therapeutic Procedures. National Institute for Health and Care Excellence.
- Walker, J. (2006) Play for Health: Delivering and Auditing Quality in Hospital Play Services. NAHPS Publications.
