Assessment #1.5 Reflection

Reflection on the feedback on part 1 of Assessment 1

The feedback I received helped me gain insight into behaviours that I ha

d not

previously recognised. It highlighted issues with my communication style and the

way I obtained consent, which at times came across as overly instructive and lacking

in explanation, rather than collaborative and thorough.

The feedback also helped me identify handling issues during my risk assessment

and treatment. Specifically, I recognised my tendency to overcomplicate the STS

process by breaking the steps down too much, which was ultimately

counterproductive for the patient.

After receiving this feedback, I made a conscious effort to improve my

communication and informed consent practices during class. I adjusted my STS

instructions and pacing throughout class and while practising for the second part of

Assessment 1. I also sought feedback from peers and used their suggestions to

further refine my language, handling, and overall approach.

Reflection on assessment 1 part 2

I believe the main strengths in part two of this assessment were improvements in my

therapeutic alliance and informed consent. I clearly explained what the session

would involve and why I was teaching the patient how to use a walking aid. I also

engaged the patient in conversation about their social circumstances and

acknowledged factors such as their weight-bearing status, short-sightedness, and

urgency to return to work.

In terms of risk assessment, I ensured the chair was positioned safely at an

appropriate distance, and I adjusted the footplate and plinth height to suit both the

patient and me throughout the session. I also considered the patient’s recent

surgery, nausea, and low blood pressure when selecting a wheeled frame to

minimise overexertion. At the end of the session, I explained that I would teach them

to use a non-wheeled frame in a future session, as they live in a second-floor

apartment.

The two biggest mistakes I made during the assessment were briefly taking my

hands off the patient and poor therapist positioning, which caused me to stumble.

Both of which were fall risks to the patient, highlighting the need to improve my body

positioning and spatial awareness. I recognise that I need to be more mindful of my

surroundings to ensure the safety of both the patient and myself.

Some others issues I identified were the clarity and sequencing of my instructions

and shuffling the patient closer to the edge of the bed. During the transfer from long

sitting to SOEB, my explanation was unclear, which resulted in the patient moving

before I was ready to assist them and I did not shuffle the patient closer to the edge

Name: Alyssa Wei Fang Ong (23426980)

of the bed, although the patient was at a relatively reasonable position on the edge

of the bed.

Goals for Semester 2, 2026

1. For the second semester, I hope to improve the clarity and sequencing of my

patient instructions by practising verbal explanations and demonstrations in

class, while actively seeking feedback from tutors and peers to ensure my

communication is clear, concise, and patient-centred.

2. Throughout semester 2, I aim to consistently demonstrate safe and effective

therapist body positioning during transfers and mobility tasks by consciously

applying manual handling principles during practical classes and reflecting on

my positioning after each session using tutor or peer feedback.

3. Throughout semester 2, I will improve my handling skills and patient safety

awareness by practising transfer techniques, patient handling skills and

clinical risk assessment, with the goal of completing practical assessments

without compromising patient safety.