This week is hosted by @CarolynHay Pre-registration Education Manager at RCOT, with @Ruth_Hawley on the @OTalk_ account.  We’re going to talk about simulated practice-based learning (PBL).  

Simulated practice-based learning (limited to 40 hours within the minimum 1000 hours of successfully completed PBL) was incorporated into RCOT’s 2019 version of the Learning and development standards for pre-registration education.  At that time, there was limited use of simulation within placement related activities.  In fact, it was questioned why this addition was even needed.  

Not very many months later, a global pandemic prompted rapid and significant changes in the way practice-based learning needed to be delivered and supported.  Today there’s lots of discussion about whether 40 hours is enough! So, it would be great tonight to gain an understanding of your perceptions and experiences of simulation and in particular, simulation within practice-based learning.  

Let’s start at the beginning thinking about how your experiences of simulated practice-based learning.  Have you participated in simulated PBL as a learner, a person who uses occupational therapy services, or as an educator?

Simulation is defined by Bennett et al (2017 p314.) as ‘an education technique that recreates all or part of a clinical experience’.  RCOT’s Learning and development standards (2019) incorporate Reed’s work into their definition: ‘Artificially constructed environments designed to represent realistic scenarios that provide opportunities for learners to practise clinical and decision-making skills within a safe environment. It allows for repetition, feedback, evaluation and reflection, with examples including video based learning, role-playing interactions, scenarios where learners or others act as the person receiving occupational therapy services, scenarios using professionally trained actors, and the use of high-fidelity manikins (Reed 2014).’   What do you think are the defining characteristics of simulated PBL?

We know that students ‘find simulation to be a positive experience’ (Grant et al 2021 p354) but what support might students need to translate this simulated learning into practice?  And as those involved in supporting this learning within future placements, or as an employer of new graduates, what are your development needs?

Our final question is broad – what do you think the future of simulated practice-based learning could be within pre-registration education? There is, to date, limited research exploring simulated PBL beyond the learner experience and therefore limited evidence to support increasing the current maximum of 40 hours of simulated practice-based learning within the Learning and development standards (RCOT 2019).  What are your thoughts in relation to this?

We’ll use the following questions to prompt thinking during our hour together:

1. Have you participated/experienced simulated practice-based learning? In what ways? (86)
2. What do you think the defining characteristics are of simulated practice-based learning? (91)
3. What support is needed for learners in translating learning from simulated practice-based learning into practice? (117)
4. What support is needed for practice educators and employers of newly registered occupational therapists in translating learning from simulated practice-based learning into practice? (185)
5. We know that learners find simulation a positive experience – what do you think the future of simulated practice-based learning could be within pre-registration education? (175)

References

Grant T, Thomas Y, Gossman P, Berragan (2021) The use of simulation in occupational therapy education: A scoping review. Australian Occupational Therapy Journal. Available at: https://onlinelibrary.wiley.com/doi/10.1111/1440-1630.12726  

Reed HE (2014) An examination of critical thinking skills in traditional and simulated environments for occupational therapy students. Doctor of Education Leadership (EdLD). San Diego, CA: San Diego State University. Available at: https://sdsu-dspace.calstate.edu/ bitstream/handle/10211.3/137693/Reed_sdsu_0220D_10629.pdf?sequence=1 Accessed on 13.03.19.

Royal College of Occupational Therapists (2019) Learning and development standards for pre-registration education. London: RCOT. Available at: https://www.rcot.co.uk/practice-resources/rcot-publications/learning-and-development-standards-pre-registration-education  Accessed on 14.04.21

POST CHAT

Host:   @CarolynHay Pre-registration Education Manager at RCOT,

Support on OTalk Account: @Ruth_Hawley

Evidence your CPD. If you joined in this chat you can download the below transcript as evidence for your CPD, but remember the HCPC are interested in what you have learnt.  So why not complete one of our reflection logs to evidence your learning?https://otalk.co.uk/reflection-logs/

HCPC Standards for CPD.

• Maintain a continuous, up-to-date and accurate record of their CPD activities.
• Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice.
• Seek to ensure that their CPD has contributed to the quality of their practice and service delivery.
• Seek to ensure that their CPD benefits the service user.
• Upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the Standards for CPD.

Hosted by Leona McQuaid (@LeonaMcquaid) along with Katrina Bannigan (@KatrinaBannigan) and Katie Thomson (@Katiethomson9)

@OTalk host: @nikkidanielsOT

In order to address our research priorities, the RCOT has set out a vision for a “culture that embraces engaging in and with research as every occupational therapists’ business” (RCOT, 2019, p8). However, occupational therapists report a lack of research knowledge, time, resources, and organizational support as barriers to conducting research (Di Bona et al, 2017; Thomas & Law, 2013). In addition, the complexity of occupational therapy and the dynamic relationship between the person, environment and occupation, is challenging to capture in research environments. Complex intervention literature has suggested that case study research is a valuable but underutilised approach to capture this important contextual detail (Paparini et al, 2021).

Case study research is “a design of enquiry found in many fields, especially evaluation, in which the researcher develops an in-depth analysis of a case, often a program, event, activity, a process or one or more individuals. Cases are bounded by time and activity and researchers collect detailed information using a variety of data collection procedures over a sustained period of time.” (Stake 1995; Yin 2009 as cited in Creswell 2018, p.14). When applied to occupational therapy, a case might be a person, group or population within a caseload and the use of multiple sources of data resemble the information gathering and evaluation stages of the occupational therapy process. The suitability of case study research for capturing occupational therapy practice has previously been advocated within the profession (Colborn, 1996; Fisher & Ziviani, 2004; Carey, 2020) and so this #OTalk seeks to explore your views of how it can be materialized. 

It must be noted, there are many misconceptions about what case study research is. For instance, it is not the same as case reports or case illustrations for purely descriptive or educational purposes; it is a research method with data collection and analysis. It is not always qualitative; it can be used for exploratory or explanatory purposes too, including the single case experiment (Yin, 2018; Stake 1995). It is also not always a single case, it can involve multiple or collective cases. The findings of a single case are unlikely to be generalizable, but with a collection of comparable cases, generalization to other settings is possible. As the value of a single case is its comparability to others, it is important then that a precise process is followed, for example through the use of a standard protocol or framework.

CSOT: Case Study research in Occupational Therapy is the focus of my PhD research at Glasgow Caledonian University, supported by the Elizabeth Casson Trust. We aim to work collaboratively with occupational therapists to develop a framework for the uniform collection of data and conduct of case study research from occupational therapy practice. This is especially important as reviews of case study research have noted inconsistencies in methods and reporting quality (Hyett, Kenny, Dickson-Swift, 2014; Jónasdóttir et al, 2018; Hercegovac, Kernot & Stanley, 2020). When cases are collected using a common framework, they can be stored in an organized database. Researchers can extract data from this larger dataset and conduct practice related research to address research priorities. Through this pragmatic approach, case study research can provide a means for practitioners and researchers to collaborate in growing the occupational therapy evidence base and achieve the vision that research is every occupational therapist’s business.

#OTalk questions for discussion:

1. What has been your experience of case study research to date? 
2. What, if anything has surprised you about case study research from the blog?
3. What do you think is the appeal of collecting rigorous case studies from occupational therapy practice to inform research? 
4. What would enable you to complete one case study from practice per year?
5. What benefits might this pragmatic approach have for practitioners, researchers, clients?
6. What strengths and skills do occupational therapists use in practice that could be transferable to case study research

References

Carey H. An integrative review of case study methodologies in occupational therapy publications. Brazilian J Occup Ther. 2021;28(4):1284–96. 

Colborn AP. A Case for Case Study Research.  Am J Occup Ther. 1996;50(7):592–4. 

Creswell JW&, David C& J. Research Design: Qualitative, Quantitative & mixed methods approaches. 5^th ed. London: SAGE Publications; 2018.

di Bona L, Wenborn J, Field B, Hynes SM, Ledgerd R, Mountain G, et al. Enablers and challenges to occupational therapists’ research engagement: A qualitative study. The Br J Occup Ther.  2017;80(11):642–50. 

Fisher I, Ziviani J. Explanatory case studies: Implications and applications for clinical research. Aust Occup Ther J. 2004;51(4):185–91. 

Hercegovac S, Kernot J, Stanley M. How Qualitative Case Study Methodology Informs Occupational Therapy Practice: A Scoping Review. OTJR (Thorofare N J). 2020;40(1):6–16.

Hyett N, Kenny A, Dickson-Swift V. Methodology or method? A critical review of qualitative case study reports. Int Journal Qual Stud Health Well-being. 2014;9(1). 

Jónasdóttir SK, Hand C, Misener L, Polgar J. Applying case study methodology to occupational science research. J Occup Sci. 2018;25(3):393–407. 

Paparini S, Papoutsi C, Murdoch J, Green J, Petticrew M, Greenhalgh T, et al. Evaluating complex interventions in context: systematic, meta-narrative review of case study approaches. BMC Med Res Methodol. 2021; 21(1):225. 

Royal College of Occupational Therapists. Royal College of Occupational Therapists’ research and development strategy 2019–2024 – RCOT [Internet]. 2019 [cited 2020 Apr 11]. Available from: https://www.rcot.co.uk/node/2421

Stake RE. The art of case study research. Thousand Oaks: SAGE Publications; 1995. 

Thomas A, Law M. Research utilization and evidence-based practice in occupational therapy: A scoping study.  Am J Occup Ther. 2013;67(4):55–65. 

Yin RK. Case Study Research and Applications Design and Methods. 6^thed. Los Angeles: SAGE publications; 2018. 

POST CHAT

Host:  Leona McQuaid (@LeonaMcquaid) along with Katrina Bannigan (@KatrinaBannigan) and Katie Thomson (@Katiethomson9)

Support on OTalk Account: @nikkidanielsOT

Evidence your CPD. If you joined in this chat you can download the below transcript as evidence for your CPD, but remember the HCPC are interested in what you have learnt.  So why not complete one of our reflection logs to evidence your learning?

https://otalk.co.uk/reflection-logs/

HCPC Standards for CPD.

• Maintain a continuous, up-to-date and accurate record of their CPD activities.
• Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice.
• Seek to ensure that their CPD has contributed to the quality of their practice and service delivery.
• Seek to ensure that their CPD benefits the service user.
• Upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the Standards for CPD.

The first weeks of January are traditionally a time for turning over a new leaf, ditching bad habits and setting ambitious goals for the coming year. As occupational therapists we are all very aware of the value of goal-setting and reflection, and the New Year presents a unique opportunity for us to pause and consider our hopes and expectations for 2022.

Join #OTalk for one of our first chats of the year (hosted by team member Carolina @colourful_ot), and tell us about your own OT New Year’s Resolutions – whether that’s a commitment to learning something new, changing your practice for the better, or improving your occupational balance!

Questions for tonight’s chat:

Q1. Do you have any professional resolutions for this year? Is there anything you’re hoping to achieve or want to start doing differently?

Q2. Outside of work, have you set yourself any occupation-related resolutions? For example, taking up a new hobby?

Q3. What resources do you think will support you in sticking to your resolutions?

Q4. If you could set a 2022 New Year’s Resolution for the whole OT community – something we should all be aiming for – what would it be?”

January 11, 2022@OT_rachEdit “#OTalk 18th Jan 2022 – An Activity Analysis of an #OTalk tweeter chat with @OT_rach”

When was the last time you actually sat down and wrote a good activity analysis? Feeling out of practise? A student who is currently working on this skill? Very experiences an have some expertise to offer? 

This week @OTalk_ team Member @OT_rach will lead the chat in a slightly different manner than normal, we are going to Analysis the activity of engaging in an #OTalk whist engaging in an #OTalk.

What is activity Analysis?

Activity Analysis is the process of breaking down an activity into steps and detailed subparts and examining its components. With each activity being evaluated carefully to determine its therapeutic potential (Creek 2003 cited in Creek and Bullock 2008).

Any activity can be broken down into performance components to analyse the performance skills required as a means of understanding the client’s ability to complete the task or identify areas where the activity can be adapted (Mosey 1986 cited in Creek and Bullock 2008).

To understand activities and occupations to determine their demands, therapeutic potential, skills required to do them and their particular meaning. The thought process contributes to clinical reasoning during interventions and evaluation. With the therapist skill and expertise in analysing activities is critical in setting realistic treatment goals (Hagedorn 2001 cited in Creek and Bullock 2008).

The Questions tweeted on the night will be looking to fill the below in.

Name of activity – 

Timing/length of time/number of sessions:

Special features of the environment: (Space and Setting)

Appropriateness: (age, sex, culture etc)

Preparation: (tools, equipment, materials, environment, participants, therapist):

Precautions:

Performance requirements 

Physical demands (sensation, sensory, integration, perception, spatial awareness, co-ordination, balance, fine motor movement, mobility, speed, strength)

Cognitive demands (attention, concentration, temporal awareness, discrimination, language, abstract thinking, planning, knowledge, reading, numeracy, memory)

Intrapersonal demands (frustration tolerance, trust, creatively, risk taking, autonomy, sharing, responsibility, initiative, sublimation, coping with pressure, imagination)

Interpersonal demands (communication, co-operation, compromise, sharing, competition, negotiation, leadership, rule following, isolation, gender relation.)

Reference 

Creek, J. and Bullock, A., 2008. Planning and Implentation. In: Creek, J. and Lougher, L., 4th Edition. Occupational Therapy and Mental Health. Edinburgh: Churchill Livingstone, 109 – 131.

Post Chat

Host:  Rachel Booth-Gardiner @OT_rach

Support on OTalk Account: @otrach

Evidence your CPD. If you joined in this chat you can download the below transcript as evidence for your CPD, but remember the HCPC are interested in what you have learnt.  So why not complete one of our reflection logs to evidence your learning?https://otalk.co.uk/reflection-logs/

HCPC Standards for CPD.

• Maintain a continuous, up-to-date and accurate record of their CPD activities.
• Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice.
• Seek to ensure that their CPD has contributed to the quality of their practice and service delivery.
• Seek to ensure that their CPD benefits the service user.
• Upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the Standards for CPD.

otalk-transcript-january-18th-2022DOWNLOAD

Summery of Tweet Responses

Name of activity:

• Tweeting OT’s
• Following and contributing to an OTalk 
• An activity analysis of OTalking 
• A Twitter chat about occupational and occupational therapy? 
• Combining two of my favourite things! 
• Social interaction analysis 
• A Twitter Chat (specifically an #OTalk!)
• Activity analysis is breaking down of activities to the simplest, a patient will start from the easiest to the more difficult task activity.
• A hobby, a social network. 
• A community of practice,
• CPD
• An OT brain tickle.
• A meaningful activity, My Tuesday night occupation in-front of the tv.
• Definitely my new favourite Tuesday night occupation! 
• Meaningful engagement within the online community 

Timing/length of time/number of sessions:

• 50minutes 
• 1 hour for the session, time before and after to set up twitter, time for reflections after
• Time before hand to read blog, download reflection template, participate and time to write up reflection. Time may be longer or shorter depending on familiarity with platform and navigating links
• 50mins. 10 mins hardcore Tweet (usually ten mins late), 
• I like to split my time in the hour so I have time for my answers and interacting, engaging with others to broaden my knowledge. 
• Time to read the blog beforehand and familiarise with topic. 
• That prep time for occupations is so important, but often ‘hidden’ when I think initially about the ‘doing’! 
• 1 hour… or if you come late 50mins sorry.

Special features of the environment:  (Space and Setting)

• Physical environment – Internet access, reliable device to tweet from, place to sit comfortably, right level of sensory input e.g lights, noise to allow for concentration to engage in the chat
• I like to be alone in my room. But sometimes like to listen to music whilst doing so.
• Locality, space for equipment & seating for person (& move around), time to organise and or have space & equipment for the whole #OTalk session/event
• Comfy sofa, cup of tea, electronic device, humour 
• Peace (so alternative room needed for child) , usually in bed… lights dimmed… limited distractions!! 
• Sofa – my half (Sheldons seat, doesn’t feel right if I sit somewhere else in the house to tweet!). View of tv. View of mobile. View of partner. Warm (fire on, wood chip), near food and hot tea.
• Phone battery! Laptop privacy to use. Comfy seat, food and water available and within easy reach.
• Relaxing environment away from the distractions of the rest of my household #OTalk
• The social media environment. privacy, who can read the posts
• Emotional environment that considers awareness of acceptance like participating in a music session with welcoming environment
• Non judgemental, open 
• #otalk distractions – barriers

Appropriateness: (age, sex, culture etc)

• Emphasising on engaging and shared learning experience. Respect, respect and respect 
• Remind of house rules 
• Consciousness of language used, abbreviations and so forth which may restrict understanding of the conversation.
• Depends also how individuals use Twitter (or social medial generally), and like to interact (a twitter chat is mostly text based, so might not suit all learning styles eg if visual impairment and using screen reader?) 
• Ensure content is suitable for young people as they may be in the vicinity. Respect towards all participants whatever their age, gender, culture, beliefs etc 
• Variety of topics, welcoming, respecting views but not tolerating discrimination or harassment in anyway. Inclusive, open to feedback and change…..
• Oooh I like that! Challenging any discrimination we see as well. 
• Hear far too often we live in a free world and freedom of speech but we need to challenge that of it is hurtful to others 
• Having respect but also recognising that people are probably at different stages of their learning & experiences so being inclusive eg to students. 
• Found #otalk to be useful for my learning whilst being a student. Also using inclusive language so no one group is marginalised.

Preparation:  (tools, equipment, materials, environment, participants, therapist):

• I set an alarm on my phone, I genuinely use my phone and nothing else. However when hosting I’ve used multiple devices, timers, a cool glass of water to help me refocus. There’s all sorts going off!
• Phone (with a charged battery) or Laptop (same). Seat, uncluttered 
• Surroundings, privacy (if possible) for concentration, Other people and the team keeping us on track and reminding us about the # and asking great questions.
• Must confess I usually forget or don’t have time to read the blog… but keep an eye out for the talks on Twitter. Usually a case of going with flow!  
• Its a great examples of an occupation you can engage with at different levels (depending on how you are feeling, everything else going on and the topic etc…) 
• q5 mobile phone charged or on charger, wifi, read script off website, reflected, brain fed and watered, mindset switched to I’ll give it a go to grow
• Equipment, professional conduct, cup of tea. Listening eyes.
• I mean, if we’re talking ideal scenario maybe quiet space, appropriate quiet space, pen, notepad, phone or laptop, read the blog. In reality sometimes just a phone
• Prepared myself, Charger for my phone as well as my phone, my password for my Twitter account as it often randomly signs me out, The OTtalk team, pre downloaded reflection template, other people engaging in order to support my learning and understanding 

Precautions:

• Confidentiality, self-care, non judgemental
• Like the self care bit… sometimes I feel like I want to engage but don’t know enough or feel good enough. #otalk are generally inclusive and supportive but just mindful that we aren’t all experts in everything
• Recognition of it being a public platform and so monitoring communication.
• Removal of distractions.
• For me, it’s ensuring my little ones are in bed on time to allow me the peace I need to participate! 
• Sometimes if it’s fast pace I struggle therefore I remind myself to just go at my own pace. 
• Definitely I used to get really stressed with the speed and not keeping up. Then discovered the art of click “latest” button and chilled/ read in my own time
• For me, I need to eat or I’ll not last the hour. Ensure water is available and set alarms to remind me it’s on. Also, have a rest in the afternoon to allow for evening activity. 
• Incorporating rest time is so important! 
• Understand social media codes, be in right state (may need to bale if overtired/self care or family member comes first
• Ability to take breaks if needed or ‘lurk’ if preferable or as an initial engagement strategy

Performance requirements 

Physical demands  (sensation, sensory, integration, perception, spatial awareness, co-ordination, balance, fine motor movement, mobility, speed, strength)

• #OTalk speed to type and keep up with the conversation, fine motor skills required to type, or if using voice dictation the right environment to allow for dictation software to work. Demands of screen brightness, sensation of typing and if using keyboard the noise from the keys.
• Able to hold phone and tweet at same time…. Coordination, movement in thumb…strength to hold phone in hand whilst moving thumb. Vision to see phone. Nb: No balance needed as currently laid with head on a pillow. These of course could be different depending on my needs.
• I need to be sat otherwise you’ll have to do a lot of decoding of my typos.
• Coordination of keeping up with live chat and remembering your hash tags!
• Absolutely agree I often need to pause to remind myself to add the before I press reply
• All of the ones you’ve listed! Add in stamina as well and we’re set. I often find quite speedy and my fingers can’t keep up! And alertness in order to meaningfully engage.
• Used to think speed type was the only way, have replied days later 
• Physically to be able to tweet … type in my mobile phone, suppose voice recognition to tweet might be possible?
• I think the hand eye coordination and dexterity is the bit I become acutely aware of physically. Can be painful if a particularly busy.
• Understanding the format and keeping up with the chats can be quite demanding particularly if you are not familiar with Twitter or how #otalk works.

Performance requirements  Cognitive demands (attention, concentration, temporal awareness, discrimination, language, abstract thinking, planning, knowledge, reading, numeracy, memory)

• #otalk definitely need concentration to keep up with chat! Having someone with knowledge is a bonus. Being careful of use of any triggering language
• All of the above!! I’m also a person who finds it really difficult to think of questions on the spot so sometimes I want to get involved in a conversation from the thread but don’t know how (probably due to fatigue as well). So I put ‘I agree’ a lot then come back later #OTalk
• Multi tasking with a friend on WhatsApp tonight… changing from one to another without loosing track is very hard. I’m very tired tonight too which is having an impact….. #otalk
• Amused to think of your friends bemused expression when she receives something meant for this chat 
• We are talking about my LFT results… (which are still disappointingly positive meaning another 2 days in the house at least)…. Im sure I’m texting and tweeting about how fatigued I feel so I might get away with it 
• Sorry to hear that. Hope this is a useful distraction #otalk
• It is indeed…. #OTalk
• Semi concentration can multi-task (watch tv), planning (what to say, in what order), knowledge of the topic (by reading #otalk website), reading (everyone’s tweets) , numeracy (checking order of replies, memory (short term what am I doing and why)
• Plan the diary time and set an alarm as a reminder. Ability to concentrate reading blog and consider answers or other reading to do before the evening. Ability to focus attention for 1hr on the evening. Ability to ignore drummer upstairs and other distracting noises #OTalk

Performance requirements 

Intrapersonal demands  (frustration tolerance, trust, creatively, risk taking, autonomy, sharing, responsibility, initiative, sublimation, coping with pressure, imagination)

• #otalk receptive communication skills, willing to share experiences, good leadership from #otalk team to keep to time
• Following rules such as adding the #OTalk hashtag! Understanding and use of twitter interpersonal communication and how this is different to other communication forms, e.g pressing the 
• Family demands…. Meeting my sons needs, ensuring hubby puts him to bed….#otalk
• The limited characters makes it hard but then also that’s a good thing because we’d be here forever if not! I always have respect for everyone, I’ve learnt to much by lurking. But yes you can feel a bit out of it when you lurk but we can’t all know everything. #OTalk
• I enjoy lurking and revisiting when more alert at a later time. Sometimes it’s good to lurk I find. Other times I feel quite engaged and active. #OTalk
• All the other bits of communication we miss so have to manage without while still trying to full understand the other person/tweeters (no tone of voice, body language or any of those others clues we often use in our interactions!) #OTalk
• Text communications, turn taking, pause before tweet, follow #otalk rules (use the hashtag !)
• Ability to communicate thoughts clearly, being open to other’s views and sharing learning. leaving competition at the door. Respecting the #OTalk acd3d3team, Use of the hashtag 
• and encouraging participation but respecting lurkers as well.
• Adding the hashtag, that’s worth a topic to analyse in itself!! How and why DO we still not put it?! Even those taking part for yearsacd3d3
• impulse to send response quickly? Inattention? On purpose?! #OTalk
• Knowing the ground rules, sharing knowledge and experiences, also interacting with others to gain a deeper level understanding. Good leadership to keep us all on track #otalk

Performance requirements – Interpersonal demands (communication, co-operation, compromise, sharing, competition, negotiation, leadership, rule following, isolation, gender relation.)

• #OTalk confidence in self to engage in chat and trust that it’s a safe, non-judgemental space to do so. Risk taking for voicing thoughts, especially on topics you’re less knowledgeable about.
• Frustration when battery runs out but deal! Trusting people online (most I’ve never met), taking risks and putting self out there, accepting I may be wrong at times. Sharing knowledge, trying not to buckle under the speed of it all
• Assuming responsibility for my words #OTalk
• #otalk definitely trust, sharing, creativity to think of out of box ideas
• And learning to type slowly enough to be what actually in head! Out of the box #otalk
• Not being afraid to say you don’t understand something, accepting we are all learning in different ways, it’s not a competition, respectful to each other……. #Otalk
• All of the above, (I can feel myself flagging now). A bit one for me taking a step back and reflecting #OTalk
• I need to use the reflection sheet for sure after this one. Tomorrow though. #OTalk
• Me too! What a absolutely fabulous #OTalk Rach deffo in my top 5!