In this section, you will find extracts from CPD Profiles which the Registration Committee have selected as examples of the standard expected in Profiles submitted for audit. The Registration Standards Committee would like to thank the winner and nominees for the 2026 Profile of the Year Award who have given their consent for us to share these extracts from their recent profile submissions.
SECTION 1: SUMMARY OF PRACTICE HISTORY, CURRENT PRACTICE
The following are good examples of summaries of current practice because they each provide a clear context for the information contained in the rest of the CPD Profile. Potentially identifying information has been removed.
Exemplar 1: Ward-based practitioner
Daily, I see every patient that is going to theatre. I assess the situation to decide which method of preparation I am going to use. I then prepare the patient for the GA, the surgery and the post operative experiences. I am constantly answering questions from the patient and family members. I liaise with the nursing staff to see if any of the in patients require any special help that day. This could be distraction, preparation or emotional support. After this, I prepare the play room with activities. I then give handover to the ward school. I visit every patient and provide activities. The rest of the shift is spent largely in response to the needs of the patients, or other members of the MDT. I am often asked to help encourage patients during a physio session etc. In addition to the above duties, I am now responsible for the provision of play in other areas as the Senior HPS. I take referrals from CNS (Clinical Nurse Specialists) and attend clinics. I also support patients having non-GA MRI’s at a monthly clinic. Calls contacting TCI patients (prospective Admissions) that are anxious is now part of my job, being referred by medical staff.
Exemplar 2: Practitioner with shared managerial responsibilities
I work 37.5 hours a week, Monday- Friday on a Medical Day Case Unit. I am a lone worker. The patients range in age from 0 months to 18yrs. I provide age and developmentally suitable activities for the patients attending the ward. When possible, I will invite Arts for Health sessions onto the ward. I celebrate occasions and festivals were appropriate. I am responsible for the receiving of referrals from the medical directorate and distributing them amongst the medical play specialist team. I hold the play specialist team bleep twice a month and have the responsibility of managing the play team on a rota basis with other members of the senior team. I conduct PDR’s (Performance Development Reviews) for members of the team, and I have had training for this. I receive clinical supervision from the psychology team, and I provide supervision groups for members of our team on a monthly basis. I have received training to do this. I attend regular play meetings. I have regular meetings with the MDT’s who access to the ward. I teach medical students and nursing students regarding the need for good communication with patients. I have health play specialist shadow me regularly. My mandatory training is up to date.
Exemplar 3: Registrant on a career break
I have eighteen years’ experience of practising as a Health Play Specialist in various hospital settings but I am currently taking a career break to care full time for a family member. To maintain my CPD as a Health Play Specialist in line with [HPSET’s] requirements I am now volunteering as a play specialist on a sessional basis. Confidential content removed. As part of my volunteer role, a practising Registered Senior Paediatric Community Nurse has agreed to mentor me. This nurse is also a qualified play specialist and has a background in hospital play.
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SECTION 1: SUMMARY OF PRACTICE HISTORY, CURRENT PRACTICE
SECTION 2: CPD ACTIVITIES
SECTION 3: PRACTICE RELATED FEEDBACK
SECTION 4: REFLECTIVE ACCOUNTS
SECTION 2: CPD ACTIVITIES
Exemplar 1:
(4.5 hours participatory/ 3 hours non-participatory)
The following is a CPD Activity report relating to a learning activity. It is a good example of a CPD Activity because the registrant clearly identifies 3 different ways in which this new learning has impacted their HPS practice.
Within one of the clinical areas I work in, we have patients who are either receiving palliative care or end of life care. I attended a Paediatric Palliative Care Foundation Programme for Allied Health Practitioners (AHP) as I wanted to gain further insight and understanding which I would be able to use in my practice. The course covered a session on the difference between palliative and end of life care, taking into account the psychology element of this topic. It also covered how we as Healthcare Professionals provide the best possible care, supporting difficult conversations with parents and approaches to take (e.g. wish, worry wonder), ideas of memory making and self-care strategies. The impact of undertaking this course has given me a better understanding of palliative/end of life care which has enabled me to continue to offer support to parents and families who are going through this, and to give the best possible care we can as a team. It has given me the confidence to speak with parents and support siblings during the process. I have been able to develop additional strategies to use in my ongoing practice to ensure I look after myself and as well as other staff in this situation which is not only important for one’s own wellbeing but that of the team I work in.
Exemplar 2:
(participatory/non-participatory over 12 weeks)
This is a CPD Activity report relating to relevant independent learning. It is a good example of a CPD Activity because (after describing the subject of the report) the registrant links their learning to their HPS role.
Social Pedagogy In Relationship Centred Practice is an approach which emphasises the importance of recognising what we each have in common, rather than our differences. The assignments on this course gave me an opportunity to reflect on how these principles are actually part of our role as play specialists and to reflect on my own values, relationships, learning style and professional practice. I feel that the course overall has encouraged me to reflect more on what I bring to my job in terms of my personality and my values. It has been a useful tool for reflective practice and self-care.
Exemplar 3:
(30 mins. participatory/1 hr non-participatory)
This CPD Activity report relates to a Safer Sleep training course and webinar. It is a good example of a CPD Activity because the registrant specifies its influence on their own practice, the importance of documentation, and the co-creation of a related resource for parents.
Following the initial training, I participated in a webinar where we had an opportunity to discuss challenges we face in our own working environments. As a HPS, this prompted my reflections on situations I encounter in my practice, particularly when parents co-sleep with their babies on the ward. Prior to the training I did not fully appreciate the extent of risk associated with SIDS. This learning has strengthened my confidence in initiating conversations with parents/carers, when appropriate, in advocating for safer sleep practices. It is everyone’s responsibility, if it is sensitively delivered. This has directly influenced my practice. I ensure that any concerns are clearly communicated to the nurse caring for the family and that my observations and conversations are clearly documented on HIVE. When working with babies I am more confident in applying current guidance, including correct positioning in a cot, particularly when no parent/carer is present. This is especially relevant during winter months when respiratory conditions are more common. As a result of my learning, I collaborated with the Play Leader to create a ward display promoting safer sleep, including educational leaflets from charities. I am committed to maintaining up to date knowledge and continuing to promote safe sleep practices to improve patient safety and family awareness.
Exemplar 4:
(5 hours participatory)
The following CPD Activity report relates to the registrant’s active participation in a Mindfulness course It is a good example of a CPD Activity because the registrant clearly links the learning from this course to their HPS role and practice.
The course offered interactive exercises, guided activities, and strategies for adapting practices to all ages and developmental stages. We explored breathing exercises, body scans, visualisation, and mindful play, all designed to be engaging, safe, and child-centred. I came away with valuable insights and was inspired by the practical activities and real-life examples. I am motivated to use these techniques in future sessions to support children’s emotional wellbeing, help them cope with procedures, and understand their experiences through play and distraction. I feel confident adapting play techniques on the spot to meet each child’s unique needs, which is essential in paediatric care. This course also made me more aware of my own emotions and reactions, helping me stay calm and focused during stressful situations so children feel safe and supported. Overall, mindfulness will make me more present, empathetic, and effective in my role, enabling me to provide high-quality. It was a fantastic experience, and I would love to attend a similar course to build on what I’ve learned.
Exemplar 5:
This is a good example of a CPD Activity because the registrant describes actions taken to improve the patient experience, which followed-on from their new learning.
As a Trust, the HPS were asked to produce Calm Boxes for the mental health patients we see, along with those with additional needs. We also had input in designing a proforma for these children (or their adult) to fill in as a shorter version of the patient passport which is still in use in schools. I had to research what other hospitals had in place, reach out to the LD team and look online for further guidance. Working alongside the Play Team, we have successfully installed displays to help teach and guide others. We have also implemented resources, such as the calm box and proforma to help make reasonable adjustments whilst in hospital.
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SECTION 1: SUMMARY OF PRACTICE HISTORY, CURRENT PRACTICE
SECTION 2: CPD ACTIVITIES
SECTION 3: PRACTICE RELATED FEEDBACK
SECTION 4: REFLECTIVE ACCOUNTS
SECTION 3: PRACTICE-RELATED FEEDBACK
Exemplar 1:
This registrant gives the example of feedback from parents following a successful therapeutic intervention. It is a good example of Practice-related Feedback because it identifies the registrant’s own learning from the feedback. It respects patient confidentiality and anonymity.
The parents said that this visit was less distressing than other visits and asked if I could have play sessions with her on other visits. I did this for a further 2 visits and then they used these techniques at her GP visit. This reminded me of the importance of empowering children and parents to use distraction techniques themselves, to give a sense of control and so parents feel able to support their own child during blood tests.
Exemplar 2:
This example relates to student feedback on their placement experience. It is a good example of Practice-related Feedback because the registrant reflects on their own learning from the feedback and their own development in the mentor role.
The student highlighted that regular reflection discussions after each debrief helped her to review her practice and supported her progression throughout her placements. Reflective discussions were effective in supporting learning and developing confidence. Reflecting on the student’s feedback has reinforced the importance of structured planning, practical resources, and allowing protected time for reflection. It has increased my confidence in supporting future students and confirmed the value of using structured timetables and regular debriefs. As a result, I will continue to incorporate these in elements into future placements and further develop preparation resources to support student learning. This experience has influenced my practice by strengthening my approach to mentorship and reflective supervision.
Exemplar 3:
This example relates to feedback surrounding a safeguarding issue. It is a good example of Practice-related Feedback because care is taken to preserve patient and staff confidentiality and anonymity through the use of generic terms, and the registrant’s own learning is clearly stated.
I was praised by the Safeguarding Lead both for my documentation and for my contributions in the strategy meetings. I had to continue working with the child and the parent and it was challenging at times as the parent had been very annoyed that we reported the incident and raised concerns. The feedback from the Safeguarding Lead led to me having a debrief with them and as a result of it all I have gained further insight into safeguarding procedures which will help me in my day-to-day practice.
Exemplar 4:
This example of feedback from a parent is a good example of Practice-related Feedback because the registrant highlights changes in practice, and further actions taken as a result of the feedback. The use of generic terms preserves patient and staff confidentiality/anonymity.
A parent left feedback saying their stay had been made bearable by having a play team person on the ward. They went on to say how they struggled on a weekend when no-one from the team was present. Weekends are challenging when there are fewer opportunities for distraction and children are anxious. The absence of this service at weekends can impact the child’s wellbeing. This has led to activities being left available on the ward for families to have access to. I have shown the nursing team ideas to use if a child requires an operation. I have encouraged the nursing students to shadow me while on their placement to see how important my role is and learn about a child’s safe space. I have reached out to volunteer services to help provide a service while the senior leadership team is working on increasing the number of HPS we have in our department.
Exemplar 5:
This example refers to feedback from a long-term patient on their transition to adult services. It is a good example of Practice-related Feedback because the registrant identifies the learning behind the feedback.
The message was ‘Thanks for every bit of support you have given me over the years, you are AMAZING!’ When this patient came to us, they were very nervous as they had bad veins and we often had to escalate the cannulation to someone more senior. Throughout the years, the patient always requests that I am in the treatment room, although they don’t really need me to distract as much anymore. They are always happy to see me when having treatment as we spend a great deal chatting. This feedback highlights the value of consistency, trust and long-term relationships with children and their families. Knowing that my ongoing support has been recognised, reinforces the importance of being a reliable and compassionate presence.
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SECTION 1: SUMMARY OF PRACTICE HISTORY, CURRENT PRACTICE
SECTION 2: CPD ACTIVITIES
SECTION 3: PRACTICE RELATED FEEDBACK
SECTION 4: REFLECTIVE ACCOUNTS
SECTION 4: REFLECTIVE ACCOUNTS
Exemplar 1:
This experienced registrant reflects on an opportunity to learn a new therapeutic technique. It is a good example of a reflective account because the registrant identifies the impact on their own practice and the benefits to patients, families and colleagues.
(Links to the Professional Standards are included earlier in the Reflection.)
From this experience I learnt to trust my abilities/skills in carrying out my role as Play Specialist. Although I have been qualified for a number of years, undertaking this intervention allowed me to experience a new opportunity within my role; it broadened my knowledge as well as my therapeutic play skill-set and gave me a sense of achievement and self-belief which is important however many years you may have been practicing; it is never too late to learn and no mountain is too high to climb (this was the feeling I felt at the beginning). For my future practice, I will be able to offer this intervention to other patients, advocating to the medical team for them to consider this approach and strategy for certain patients, as if successful will have a positive impact on the patient and family as well as a cost saving exercise to my Trust and NHS. With this experience, I have been able to reflect on the positives as well as the challenges it brought. With this knowledge and additional skill, I will be able to support other play staff who are asked to undertake this type of play intervention.
Exemplar 2:
This registrant has helpfully linked their Reflection ‘to CPD source 4 and 5, and practice related feedback source 3’. It is a good example of a reflective account because it describes the registrant’s own learning journey in relation to the child’s learning and acknowledges how their feelings were impacted by the interaction.
(Links to the Professional Standards are included earlier in the Reflection.)
I was a bit nervous about doing a ‘mock’ food challenge since I had never seen a ‘real’ one before, so I took time to research each stage and gather accurate information. That preparation really boosted my confidence to try it on my own. This experience taught me how valuable preparation and repetition are in easing procedural anxiety. During the play sessions, I let the child take in the information at their own pace and ask questions in a safe space. Play became a great way to communicate, giving me insight to the child’s understanding and emotions, which helped me adapt my approach to better support him. The mock food challenge allowed the child to familiarise himself with the environment, equipment, routines, and expectations in a safe and pressure free way. This in turn helped reduce anxieties and build trust and, by reflecting, I now recognise the value of allowing children to stop at their own threshold without feeling they have failed. The child’s decision not to proceed with the full challenge reflected his current emotional capacity. In my future work as an HPS, I will keep using ‘mock’ procedures as a key way to help children facing food challenges, as it proved highly effective, although I did not get the desired outcome. I am proud that I thought of this myself as a play session as I initially had no direction from any of the MDT. I gained a valuable tool from this and plan to share my ideas and findings with the play team and wider MDT. This has reinforced the importance of child-centred, play-based preparation. The patient’s mum has agreed to do a patient’s story with the Patients Experience team to highlight my work and the importance of a HPS, which is incredible. Finally, I will carry forward the understanding that play preparation lays important foundations for future attempts. Even though the food challenge was not completed, positive exposure through play can reduce fears of the unknown, increase familiarity, and improve the likelihood of success at a later stage (fingers crossed).
Exemplar 3:
This reflective account focuses on an example of collaborative working. It is a good example of a reflective account because the registrant’s learning is evident throughout. Links to the Professional Standards are relevant and well-stated and confidentiality/anonymity is preserved throughout.
Recognising the importance of early psychological support and preparation, the nurse appropriately referred the patient in advance to allow time for collaborative planning. (Professional Standards 4.11) “Be able to make and receive referrals”. We discussed potential triggers, the patient’s additional needs and strategies to minimise distress. Our shared aim was to reduce anxiety, promote a sense of safety and control and ensure best practice. On reflection, I recognise the importance of a coordinated team approach.
By introducing ourselves together, and clearly defining our roles, we created consistency and psychological safety for both the child and family. We ensured privacy and dignity by providing a cubicle This reinforced respect and person-centred care. (Professional Standard 2.6) “Understand the need to respect, show compassion and uphold the rights, dignity, values and autonomy of service users”. Through therapeutic conversations it became evident that school-based [issues] were significant contributing factors to [the patient’s medical problem]. This reinforced my learning that [ill health] is often multifactorial and linked to psychological stresses rather than solely medical causes. Addressing these underlying issues alongside procedural preparation felt essential, providing the mother with information, support resources and guidance at a time when she felt overwhelmed. During preparation, and the procedure itself, offering structured choices, clear step by step explanation and sensory sensitive distraction and breathing techniques supported the child’s sense of control and she remained calm throughout. On reflection, observing her active participation and reduced stress demonstrates how preparation and collaborative working can transform what could be a traumatic experience into a manageable one. (Professional Standard 4.5) “To facilitate choice and control through patient-centred care, using play-based techniques that support positive outcomes, Where appropriate, include the child or young person in decision making process”. Post procedural play confirmed that the patient felt safe and calm. I ensured all strategies were documented on HIVE to support continuity of care if the patient requires further intervention. Staff can then replicate what worked well. (Professional Standards 4.7) “Be responsible for sharing professional interactions, insights and observations with other identified professionals. Your information contributes to the management and care provided to a patient. You must keep accurate records”. On reflection, and for future practice, this experience has strengthened my understanding that my role involves exploring underlying causes through therapeutic communication, not simply preparing a child for a procedure. It has also reinforced the importance of preparation, MDT collaboration, thorough documentation and reflective practice for improving outcomes and reducing potential traumas for children and families.
Exemplar 4:
The following reflective account relates to a training course on learning disabilities and autism. This is a good example of a reflective account because the links to the Professional Standards are appropriately and clearly stated, and it demonstrates how the registrant built on their learning from the training by engaging with patients, families and colleagues around the themes raised. The registrant describes how their enthusiasm for their role was reinvigorated by the training and their response to it.
I have always been proud that the role I do gives me the chance to work with patients and see them as individuals. I always tailor care to their particular needs wherever possible and advocate for the patient’s needs. This links to the SoHPS Professional Standard 6:2 ‘Ensure that you make reasonable adjustments to meet the individual needs of the babies, children, young people and families you work with’. I use a range of different tools and resources to help me communicate with patients who are both verbal and non-verbal. This links to the SoHPS Professional Standard 8 but in particular standard 8:2 ‘Listen to service-users, their families and carers and take account of their needs and wishes. Give children, young people and their families and carers the information they want or need, in a way they can understand.’
It was surprising during the training to hear so many examples of how service users had not been listened to, and that adaptations had not been made to facilitate them getting the best care possible. In our department we were in the process of purchasing a sensory trolley and we had numerous different sensory fidget toys and distraction tools for patients. We also have different resources to aid communication. I felt proud that we had or were sourcing so many resources. Listening and speaking to the experts with lived experience opened me up to considering what other things we could do or provide, not just for our patients, but also for some of the parents and family members who may have additional needs. I had discussions with my Manager and the rest of the play team, and I then made an application to one of the charitable funds at the hospital to source some additional resources aimed at supporting teenagers and family members. I spoke to the Learning Disabilities Lead Nurse and found out about some of the communication aides that they use and got links for resources. I also spent time over the next couple of weeks talking to some of our patients and parents about what they would find useful and what would help them to feel more relaxed in hospital to ensure that the resources I purchased met the needs of those we would be offering it to. This links to SoHPS Professional Standard 15:6 ‘To be able to purchase and maintain and provide play resources that comply with current Health and Safety Legislation’.
In my previous roles I have taken a lead on patient involvement and have a deeply rooted belief in the value of asking for feedback from service users. This training and the subsequent work that I did to source feedback about new equipment and resources not only helped me to improve what we were offering to our patients, it also re-ignited my passion for patient feedback and service-user involvement.
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SECTION 1: SUMMARY OF PRACTICE HISTORY, CURRENT PRACTICE
SECTION 2: CPD ACTIVITIES
SECTION 3: PRACTICE RELATED FEEDBACK
SECTION 4: REFLECTIVE ACCOUNTS
