Continuing professional development
Body mass index and alternative
approaches to taking measurements
LDP378 Welch K, Craggs C (2010) Body mass index and alternative approaches to taking
measurements. Learning Disability Practice. 13, 3, 30-36. Date of acceptance: February 19 2010.
Kerry Welch and Chris
Craggs are lecturers in
health and social care,
University of Nottingham
Abstract
The measurement of body mass index (BMI) is an important means of assessing the incidence of disease
potential, but it should be used with caution and in conjunction with other clinical assessments and in due
consideration of the holistic needs of the person.
A range of methods for measuring BMI is included to accommodate the needs of the individual and take into
account altered body shape and posture. This ensures that safety and dignity are maintained and that the data
recorded are accurate.
Aims and intended learning outcomes
The aim of this article is to explore the process involved
in taking body mass index (BMI) measurements of
people with diverse needs. It can be used to support the
Nursing and Midwifery Council’s (NMC) Essential Skills
Clusters (NMC 2007) assessment strategy and as part
of a continuing professional development programme.
After reading this article you should be able to:
■■ Explain what BMI is and what it is used for.
■■ List the equipment required to complete a BMI
measurement.
■■ Describe the limitations of BMI measurement
relevant to your client group.
■■ Accurately calculate a BMI measurement.
■■ Identify and use two different methods of
calculating BMI.
■■ Consider the communication skills and interpersonal
interactions used when approaching and undertaking
a BMI measurement with individuals who have
diverse communication needs.
■■ Identify future learning needs in relation to the
calculation and interpretation of BMI measurement
and classification.
Introduction
BMI, occasionally referred to as Quetelet index, is a
means of measuring an individual’s weight in relation
to their height for the purposes of assessing and
considering their health and nutritional status (Green
2009). A BMI classification is used to supply consistent
information on the broad indicators of health and the
30 April 2010 | Volume 13 | Number 3
Keywords
potential for disease and weight-related conditions.
This has particular relevance to many people with
learning disabilities. Physical restrictions of those with
more profound learning disabilities lead to a sedentary
lifestyle. Metabolic syndromes and a reduced metabolic
rate are synonymous in individuals with Down syndrome
(Barnhart and Connolly 2007).
Lifestyle choices such as levels of exercise and
dietary intake can have a significant impact on
weight gain and the development of conditions
associated with obesity (Flore et al 2008), including
hypertension, diabetes, heart disease and some cancers.
As the life expectancy of those with learning
disabilities increases (Holland and Benton 2004),
so will the incidence of developing obesity-related
conditions unless the issue of weight gain is monitored
and addressed. The results of measuring a BMI enables
Box 1
Arm circumference
measurement, body
mass index, demispan
measurement, essential
skills clusters, knee
height measurement,
skinfold thickness
measurement, ulna length
measurement
These keywords are based on
the subject headings from
the British Nursing Index.
This article has been subject
to double-blind review and
checked using antiplagiarism
software. For related articles
visit our online archive and
search using the keywords
Classification of adult underweight, normal
range, overweight and obesity according
to body mass index
Classification
BMI (kg/m²)
Underweight
Less than 18.5
Normal range
18.5 to 24.99
Overweight
More than 25
Obese
More than 30
(World Health Organization 2006)
LEARNING DISABILITY PRACTICE
BMI = weight in kilograms (kg)
(height in metres)² (m²)
This formula can also be written as: BMI = kg/m²
For example, if a client’s weight is 89kg and height is
1.64 metres (m), the formula would be:
BMI = 89
1.62²
To find metres² multiply the number by itself:
1.62 x 1.62 = 2.6244
The formula becomes:
89
= 33.91
2.6244
The World Health Organization classification for this
individual would be obese.
the individual to be compared with the World Health
Organization’s classification and description of adult
underweight, normal range, overweight and obesity
(see Box 1). BMI is a globally recognised method of
measurement because it is easy to replicate within
a wide range of settings and client groups. It is a
non-invasive technique that incurs minimal costs
using basic equipment (National Obesity Observatory
2009); although depending on the physical, emotional
and communication needs of the client group, more
specialist equipment and support is available.
BMI calculation
1
Calculate BMIs
Time out
BMI can be calculated in a number of ways, with
the use of specific graphs, grids and by using a BMI
wheel, although all methods rely on using the same
simple mathematical formula, which divides a person’s
weight by their height squared. This is shown as a
mathematical formula in Box 2.
Now do time out 1.
Work out the BMI measurement and
classification for these individuals:
Rose who weighs 103kg and is 1.72m tall
Graham who weighs 45kg and is 1.62m tall.
The answers are in Box 5.
The standard means of measuring BMI in an
ambulatory individual requires weighing scales, a
LEARNING DISABILITY PRACTICE
height measure and a mechanism for calculating the
results, such as a calculator or BMI wheel.
The care giver responsible for undertaking the
measurements must ensure that they are competent
to do so, have completed the necessary training
recommended by their employer, are up to date
with safe methods of practice, are familiar with the
equipment and are able to use it as recommended by
the manufacturer.
Before any procedure it is important to have consent
from the person about to be measured and to give an
explanation of what is involved with the measuring,
what you will do with the data and the significance of
it. It is also important to allow the person time to ask
questions and respect any decision not to go ahead
with the measurements (Dimond 2008). Consent must
not be confused with compliance: being compliant with
an act does not imply that that act is understood or
agreed with, just that the person has not expressed their
feelings about it. Equally, a refusal to take part does not
indicate challenging behaviour; it may mean that the
person has not understood an element of what has been
suggested or that they are responding to inappropriate
demands (Grove and McIntosh 2005).
In cases where a barrier to communication
exists, developing an understanding of the types of
communication the person prefers is essential (Grove
and McIntosh 2005), along with being able to employ
alternative means or methods of communicating with
patience and understanding.
Now do time out 2.
2
Factors to consider
Time out
Box 2 How BMI is calculated
Identify and reflect on some of the specific
issues that you might encounter when
undertaking a BMI measurement of the clients
you work with. Consider how the equipment
used may differ depending on the needs of
those being measured.
If the person about to be measured lacks the
capacity to make an informed decision, after going
through a thorough mental capacity assessment, it
is important to consider whether measuring a BMI is
in the person’s best interests. This must have been
sufficiently discussed and agreed with others involved
in the person’s care before any attempt at measuring is
undertaken (Mental Capacity Act 2005).
When introducing and carrying out the procedures
involved in taking a BMI measurement, it is essential
that every attempt is made to limit any fear and distress
that the individual may experience, while striving
to make the experience a positive one. This can be
April 2010 | Volume 13 | Number 3 31
Continuing professional development
Weight measurement
When preparing a person for measurement and to get
as accurate a reading as possible, heavy outer clothes
and shoes should be removed, along with hats and
other items, such as handbags or keys. When asking
an individual to remove personal items, it is important
to ensure that those belongings are kept safely for
the duration of the measurement and returned
promptly afterwards. If a series of BMI measurements
is required, try to ensure, whenever possible, that the
person being measured wears the same clothes
for each separate BMI recording to limit the variation
in measurements.
The scales should be placed on a firm, flat surface.
They must read accurately from zero, and should have
been calibrated correctly and serviced according to the
manufacturer’s instructions. When all of these criteria
have been satisfied, ask the person to step on to the
scales and stand unsupported if they are able (Higgins
2008). Consider the use of alternative equipment if they
are unable to do so. Note the weight as displayed on the
scales and record the result on the appropriate document.
Height measurement
When measuring the height of a person using a
height ruler or stadiometer, the person must be able to
stand straight next to the stadiometer, with their feet
32 April 2010 | Volume 13 | Number 3
together and as close to the bottom of the measure as
possible. If they cannot stand, consider an alternative
means of measurement.
When using a stadiometer the person must remove
their shoes and stand with their feet flat on the floor.
The measurement should be taken from the top of the
head, not the top of the hair, using a light but hard, flat
surface – ideally a slide measure designed specifically to
be used with the height measure.
If the person’s head is covered for cultural reasons,
do not insist on removing the covering for the purpose
of this measurement. If the head covering is a thin scarf
worn closely to the head, take the measurement over
the scarf. However, if the person’s head covering does
not fit close to the head, such as a turban, it would be
necessary to choose an alternative means of measuring
their height.
When the measurement has been completed,
take a note of it and record the reading on the
appropriate document. Once you have the weight and
height readings the individual may put their shoes back
on while you calculate the BMI.
Now do time out 3.
3
Predicting disease
Time out
achieved by allowing the individual time to become
familiar with the equipment intended for use and revisit
why and how the measurements should be taken
(Ramessur-Marsden et al 2008).
Ensuring the measurements are carried out by a
competent carer who the individual trusts and that
his or her communication needs are addressed is
also important. It is estimated that 50 per cent to
90 per cent of people with a learning disability have
some degree of difficulty in communicating (British
Institute of Learning Disabilities 2010), which can have
a significant impact on how and if a BMI measurement
should be taken.
In terms of safety, when considering the needs of
the person who is being measured, it is important that
an appropriate method of weighing and measuring
is selected. It is also necessary to consider the
environment in which the person will be measured so
their safety and dignity are maintained at all times.
If the individual does show signs of distress it is
important that the procedure is stopped immediately
and the process revisited later following discussion
of best practice and an exploration of alternative
approaches with colleagues (Ramessur-Marsden et al
2008). Carrying out a BMI measurement is not an
urgent procedure and can wait until the person has
been adequately prepared.
Consider the benefits of doing a BMI
measurement in terms of predicting disease
and monitoring health, then think about and
reflect on when it might not be appropriate to
carry out a BMI measurement.
Thinking about your specific client group,
are there any factors that would have an
impact on their weight? How would you
address this?
It may be necessary to convert the readings obtained
into metric measurements if you are using imperial.
When converting the height measurement from feet
and inches to metres, it is first necessary to convert
the measurement into inches (in) by multiplying the
total measurement in feet (ft) by 12 and adding any
remaining inches to this figure. This figure should
then be converted into centimetres by multiplying this
number by 2.54. Dividing this figure by 100 then gives
the height in metres (Higgins 2008).
To convert stones and pounds into kilograms, change
the total stones (st) into pounds (lbs) by multiplying by
14 and adding on any remaining pounds measured. The
total weight in pounds is then multiplied by 0.4536 to
give the weight in kilograms (Higgins 2008).
Once the conversions into metric have been
completed, it is possible to calculate the BMI
measurement and record the final result in the
appropriate documentation. Consideration must be given
LEARNING DISABILITY PRACTICE
4
Conversion exercise
Time out
to confidentiality and the individual’s name, date and
time of measurement must be recorded (NMC 2009).
It is important to ensure that the equipment used is
cleaned for infection control purposes.
Now do time out 4.
Work out the BMI measurements and the
classification for these individuals:
Anne who is 4ft 11in tall and weighs 15st 7lb.
David who 6ft 2in tall and weighs 12st 2lb.
The answers are in Box 5.
5
Your BMI
Time out
BMI measurement is a valuable tool to determine
the risk of developing certain conditions such as
hypertension, coronary heart disease, diabetes, fatigue,
osteoporosis and some cancers. However, there are
limitations and problems related to this method.
If a rugby player has his or her BMI measured
because of increased percentage of muscle mass in
relation to height, the standard means of measuring
BMI would give an elevated result of more than
30kg/m², which may indicate obesity. Superficially, this
would suggest that the individual requires a lifestyle
change and dietary advice to help reduce the risks
of developing conditions related to a high BMI, even
though the rugby player is fit and has a low body fat
content (Prentice and Jebb 2001).
People who smoke may have normal range BMIs
but may be at risk of developing potentially serious
conditions which would need to be addressed even
though they do not need to lose weight. Additionally,
a BMI result which is classified as normal could mask
muscle degeneration, while a BMI classification of obese
would not identify that an individual is malnourished
and lacking vital vitamins and minerals in their diet.
Therefore any assessment should be used in conjunction
with clinical judgement, professional decisions and
common sense, because a BMI classification may not
accurately reflect the health status of the person.
Now do time out 5.
Calculate your own BMI and classification.
Consider and reflect on your health status
relative to the results gained. Do you feel the
results accurately reflect your health status?
Nutrition
A BMI measurement on its own is not an indicator of
nutritional status, which can only be judged through
monitoring dietary intake with a 24-hour food diary
LEARNING DISABILITY PRACTICE
(Reilly 1996). A one-off BMI measurement cannot
supply sufficient nutritional status information, although
a series of BMI measurements can indicate changes
which may give cause for further investigation into
nutritional status.
Alternative measurements
Another limitation of BMI measurement is that there
are some people who cannot be measured using the
standard approach for ambulatory individuals. Other
methods should therefore be used. This includes
pregnant and breastfeeding women, children, individuals
who have had bilateral amputations of their legs, those
who are bedbound or in a wheelchair, those with fluid
disturbances, who require renal dialysis and those with
generalised oedema. Some caution is also advised
when weighing individuals with plaster casts; although
adjustments can be made to accommodate for the
weight of casts.
Similarly with amputations, adjustments can be
made to estimate the weight lost with each limb that
has been removed (Todorovic et al 2003).
Further information on how to make these
adjustments is available from the Malnutrition Universal
Screening Tool (MUST), developed by the malnutrition
advisory group of the British Association for Parenteral
and Enteral Nutrition (2003) and has been validated for
use in hospital, community and care settings.
An explanatory booklet is also available for use in
training and implementation (Todorovic et al 2003).
There is some debate with regard to the correct
means of obtaining an accurate measurement of
height for individuals who have experienced height loss
as a result of spinal conditions such as scoliosis,
indicated by a sideways curvature of the spine, or
kyphosis, indicated by an upper spinal curvature (Perry
2009), and for those with contractures, altered body
shape and posture which affect their height.
Some alternative methods of measurement when it
is not possible to measure someone’s total height with a
stadiometer are knee height, demispan and ulna length.
These work on the premise that all adults have standard
physical proportions, so they can be used to determine
the height of the individual, with a margin for error of
up to 4cm (Perry 2009).
For individuals who do not have the standard
proportions, such as those with Down syndrome, then a
suitable alternative should be used.
Knee height measurement
Knee height measurements can be taken using
specialist equipment called a knee-height calliper
(Chumlea et al 1985) and a stadiometer or standard
non-stretch tape measure. Measurements taken using
the calliper and stadiometer are taken from under the
April 2010 | Volume 13 | Number 3 33
Continuing professional development
heel of the bare foot to the surface of the thigh, just
above the knee which should be at a 90° angle.
Using a non-stretch tape measure the measurements
should be taken from approximately 4cm behind the
front aspect of the knee, stretching down the outer side
of the leg and across the ankle bone ending up at the
base of the heel (Figure 1).
The measurements should be taken in cm, and then
used in the following mathematical formulae to estimate
the person’s height in cm, which can then be used to
measure BMI in the normal way (Box 3) (Chumlea et al
1985).
Peter Lamb
Figure 1 Knee height measurement
Box 3 Knee height measurement calculation
To calculate height in women:
Height in cm = (1.83 x knee height (cm)) –
(0.24 x individual’s age in years) + 84.88
To calculate height in men:
Height in cm = (2.02 x knee height (cm)) –
(0.04 x individual’s age in years) + 64.19
This reading can then be used with the mathematical
formulae in Box 4 to obtain a height measurement in
cm, which can then be used to measure BMI in the
normal way (Bassey 1986).
Figure 2 Demispan measurement
Ulna length measurement
Demispan measurement
Demispan measurement is useful for individuals with
limited mobility and those who have bilateral lower limb
deformities, contractures or amputations, for whom
knee height measurement is not appropriate.
The demispan measurement is taken in cm using
a flexible, non-stretch tape measure from the base of
the middle finger of ideally the left hand, from a palm
forward position along the outstretched straight arm to
the sternal notch (Figure 2).
The sternal notch is the visible triangular dip found
at the bottom of the throat at the top of the chest.
34 April 2010 | Volume 13 | Number 3
Ulna length measurement is useful for individuals who
have back, chest, bilateral upper limb deformities and
contractures, for whom demispan measurement is
not possible. Ulna length measurement is the most
common form of alternative means of calculating
approximate height and is often used together with
MUST (Todorovic et al 2003) to establish a BMI.
When seeking to measure ulna length the
individual’s arm should be bent and positioned across
the chest, ensuring that the palm of the hand on the
bent arm is flat on the chest with the fingers pointing
towards the shoulder on the opposite side.
Ideally, the left arm should be used for the
measurements ensuring that the fingers point to the
right shoulder (Figure 3).
Ulna length is taken using a flexible non-stretch
tape measure from the point of the elbow or olecranon
Box 4 Demispan measurement calculation
To calculate height in women:
Height in cm = (1.35 x Demispan (cm)) + 60.1
To calculate height in men:
Height in cm = (1.4 x Demispan (cm)) + 57.8
LEARNING DISABILITY PRACTICE
Figure 3 Ulna length measurement
measuring tape on the bony point of the shoulder, or
acromion process, down the outer aspect of the upper
arm to the bony part of the elbow or olecranon process.
The midpoint of this measurement should be
marked and it is at this point that the mid upper arm
circumference measurements will be taken (Figure 4a).
Figure 4 Mid upper arm circumference
measurement
a.
Locating where the
measurement should
be made
b.
process, up the outer aspect of the arm to the midpoint
on the prominent wrist bone or styloid process.
The measurement is taken to the nearest 0.5cm and
this can be checked against the MUST tool conversion
table in the MUST toolkit (Todorovic et al 2003).
The result shown will indicate the individual’s total
height relative to the length of the ulna in men and
women above and below the age of 65 years.
Making the
measurement
Arm circumference
The MUST toolkit also outlines the mid upper arm
circumference measurement, which is not a measure
of an exact BMI but more of a broad indicator of the
most likely BMI. However, it can be very useful with use
on individuals of reduced mobility and when wishing
to establish a range of readings to form a trend which
could indicate changes.
If mid upper arm circumference readings change up
or down by 10 per cent, it is thought to be likely that
the individual’s BMI would change by a similar amount
(Todorovic et al 2003).
Mid upper arm circumference measurements should
be taken on a person with their elbow bent at 90° with
their arm resting next to the side of the body.
Ideally measurements should be taken on the left
arm, with any restrictive clothing removed to ensure that
the arm is exposed from the top of the shoulder, taking
due consideration of dignity and confidentially. Using a
flexible non-stretch measuring tape place one end of the
LEARNING DISABILITY PRACTICE
The individual can now relax and let the arm hang
loosely by their side. At the midpoint which has been
marked, place the measuring tape round the arm,
ensuring that it fits snugly but not tightly (Figure 4b).
If the mid upper arm circumference reading is
below 23.5cm then the individual’s BMI is likely to be
under 20kg/m² and underweight, and if the reading
is above 32cm then the BMI is likely to be above
30kg/m² and the person would be classed as obese
(Todorovic et al 2003).
Skinfold thickness
Taking skinfold thickness measurements involves
pinching an appropriate portion of skin from one of
five standard sites for measuring: the thigh, abdomen,
chest, just below the shoulder blade and the most
accessible and commonly used site under the upper arm
or triceps. The aim in pinching the skin is to achieve a
April 2010 | Volume 13 | Number 3 35
double layer of tissue that includes the underlying fatty
or adipose tissue but avoids the muscle layer.
The readings are taken using specialist skinfold
thickness callipers, for which additional training is
required. Skinfold thickness measurements are not a
consistently reliable means of measuring total body fat,
although they can be a valuable method of monitoring
changes in the proportions of body fat when used as a
series of measurements (Lee and Nieman 1996).
Conclusion
BMI classifications are an established and reliable
means of assessing the potential incidence of developing
conditions associated with weight-to-height ratios.
However, the means of measuring a BMI should not
be used exclusively but as part of a range of methods
that are designed to diagnose and predict conditions.
As much as BMI classifications are valuable, there are
issues with the measurement of BMI which have an
influence on the validity and application of the data
received. Having an awareness of these issues and an
understanding of different techniques which allow the
application of a BMI assessment to be adaptable and
flexible enough to accommodate the diverse needs
of client groups allows the practitioner to reflect on
practice with the view to improvement and so to limit
those influences which affect the validity.
Now do time out 6.
6
Practice profile
Time out
Continuing professional development
Now that you have completed the article
you might like to write a practice profile.
Guidelines to help you are on page 37.
Box 5 Answers to time out activities 1 and 4
Time out 1:
Rose has a BMI of 34.82 and is classified as obese.
Graham has a BMI of 17.15 and is classified as
underweight.
Time out 4:
Anne has a BMI of 43.83 and is classified as obese.
David has a BMI of 21.83 and is classified as
normal range.
Further information
For more information on caring for those with altered
body shapes and posture please visit:
www.posturalcareskills.com
References
Barnhart R, Connolly B (2007) Aging and
Down syndrome: implications for physical
therapy. Physical Therapy. 87, 10, 1399-1406.
Bassey E (1986) Demi-span as a measure of
skeletal size. Annals of Human Biology. 13, 5,
499-502.
British Institute of Learning Disabilities
(2010) Fact Sheet: Learning Disabilities. BILD,
Kidderminster.
Chumlea W, Roche A, Steinbaugh M (1985)
Estimating stature from knee height for persons
60 to 90 years of age. Journal of American
Geriatrics Society. 33, 2, 116-120.
Dimond B (2008) Legal Aspects of Nursing.
Fifth edition. Pearson Education Limited,
Harlow.
Flore P, Bricout V, van Biesen D et al (2008)
Oxidative stress and metabolism at rest
and during exercise in persons with Down
syndrome. European Journal of Cardiovascular
Prevention and Rehabilitation. 15, 1, 35-42.
36 April 2010 | Volume 13 | Number 3
Green S (2009) Principles of nutrition. In
Childs L, Coles L, Marjoram B (Eds) Essential
Skills Clusters for Nurses: Theory for Practice.
Wiley-Blackwell, Oxford.
Grove N, McIntosh B (2005) Communication for
Person Centred Planning. Foundation for People
with Learning Disabilities, London.
Higgins D (2008) Patient assessment 1 –
calculation of body mass index. Nursing Times.
104, 7, 24-25.
Holland T, Benton M (2004) Ageing and Its
Consequences for People with Down’s syndrome.
A Guide for Parents and Carers. Down’s
Syndrome Association, Teddington.
Lee R, Nieman D (1996) Nutritional Assessment.
Second edition. Mosby, St Louis, MO.
Malnutrition Advisory Group (2003) The
‘MUST’ Report. Nutritional screening of adults: a
multidisciplinary responsibility. Bapen, Redditch.
National Obesity Observatory for England
(2009) Body Mass Index as a Measure of Obesity.
NOO, Oxford.
Nursing and Midwifery Council (2007)
Essential Skills Clusters (ESCs) for Pre-registration
Nursing Programmes. NMC, London.
Nursing and Midwifery Council (2009) Record
Keeping: Guidance for Nurses and Midwives.
NMC, London.
Perry L (2009) Using Height, Weight and Other
Body Measurements in Nutritional Assessments.
www.nursingtimes.net/using-height-weight-a
nd-other-body-measurements-in-nutritionalassessments/1958313.article (Last accessed:
March 15 2010.)
Prentice A, Jebb S (2001) Beyond body mass
index. Obesity Reviews. 2, 3, 141-147.
Ramessur-Marsden H, Hughes L,
Tomlinson P et al (2008) Screening support for
women with learning disabilities. Nursing Times.
104, 34, 26-27.
Reilly H (1996) Nutrition in clinical
management: malnutrition in our midst.
Proceedings of the Nutrition Society. 55, 3,
841-853.
Shaw C (2008) Chapter 24: Nutritional support.
In Dougherty L, Lister S (eds) The Royal Marsden
Hospital Manual of Clinical Nursing Procedures.
Seventh edition. Wiley-Blackwell, Oxford.
Todorovic V, Russell C, Stratton R et al (Eds)
on behalf of the Malnutrition Advisory Group
(2003) The ‘MUST’ Explanatory Booklet. A
Guide to the Malnutrition Universal Screening
Tool (MUST) for Adults. British Association
for Parental and Enteral Nutrition (BAPEN),
Redditch.
World Health Organization (2006) BMI
Classification. http://apps.who.int/bmi/index.
jsp?introPage=intro_3.html (Last accessed:
March 15.)
LEARNING DISABILITY PRACTICE
Practice profile
What do I do now?
■■ Using the information in section 1 to guide
you, write a practice profile of between
750 and 1,000 words – ensuring that you
have related it to the article that you have
studied. See the examples in section 2.
■■ Write ‘Practice Profile’ at the top of your
entry followed by your name, the title of
the article, which is: Body mass index
and alternative approaches to taking
measurements, and the article number,
which is LDP378.
■■ Complete all of the requirements of
the cut-out form provided and attach it
securely to your practice profile. Failure to
do so will mean that your practice profile
cannot be considered for a certificate.
■■ You are entitled to unlimited free entries.
■■ Using an A4 envelope, send for your
free assessment to: Practice Profile,
RCN Publishing Company, Freepost
PAM 10155, Harrow, Middlesex
HA1 3BR by April 2011. Please do not
staple your practice profile and cut-out
slip – paper-clips are recommended.
You can also email practice profiles to
[email protected]. You
must also provide the same information
that is requested on the cut-out form.
Type ‘Practice Profile’ in the email subject
field to ensure you are sent a response
confirming receipt.
■■ You will be informed in writing of your
result. A certificate is awarded for successful
completion of the practice profile.
■■ Feedback is not provided: a certificate
indicates that you have been successful.
■■ Keep a copy of your practice profile and
add this to your professional profile –
copies are not returned to you.
1. Framework for reflection
■■ Study the checklist (section 3).
■■ What have I learnt from this article?
■■ To what extent were the intended learning
outcomes met?
■■ What do I know, or can I do, now,
that I did not/could not before reading
the article?
■■ What can I apply immediately to my
practice or client/patient care?
■■ Is there anything that I did not understand,
need to explore or read about further, to
clarify my understanding?
■■ What else do I need to do/know to extend
my professional development in this area?
■■ What other needs have I identified in
relation to my professional development?
■■ How might I achieve the above needs?
(It might be helpful to convert these to
short/ medium/long-term goals and draw
up an action plan.)
2. Examples of practice profile entries
■■ Example 1 After reading a CPD article on
‘Communication skills’, Jenny, a practice
nurse, reflects on her own communication
skills and re-arranges her clinic room so
that she will sit next to her patients when
talking to them. She makes a conscious
decision to pay attention to her own body
language, posture and eye contact, and
notices that communication with patients
improves. This forms the basis of her
practice profile.
■■ Example 2 After reading a CPD article on
‘Wound care’, Amajit, a senior staff nurse
on a surgical ward, approached the nurse
manager about her concerns about wound
infections on the ward. Following an audit
which Amajit undertook, a protocol for
dressing wounds was established which
led to a reduction in wound infections
in her ward and across the directorate.
Amajit used this experience for her
practice profile and is now taking part in
a region-wide research project.
3. Portfolio submission
Checklist for submitting your practice profile
■■ Have you related your practice profile to
the article?
■■ Have you headed your entry with: the title
■■ ‘Practice Profile’; your name; the title of
the article; and the article number?
■■ Have you written between 750 and
1,000 words?
■■ Have you kept a copy of the practice
profile for your own portfolio?
Continuing professional development: practice profile
Please complete this form using a ballpoint
pen and CAPITAL letters only, then cut out
and send it in an envelope no smaller than
23 x 15cm to:
Full title and date of article:
Job title:
Place of work:
Address:
Practice Profile
RCN Publishing Company
Freepost PAM 10155
Harrow, Middlesex HA1 3BR
LEARNING DISABILITY PRACTICE
Article number:
First name:
Postcode:
Surname:
Daytime tel:
April 2010 | Volume 13 | Number 3 37