Reflective analysis of discharge decisions, focused on risk and possible risk aversion, can assist teams to evaluate the quality of their discharge decisions. The use of formal communication strategies such as a patient/family-held journal of the hospital experience and a structured family meeting early in the hospital admission can enhance family engagement in discharge planning. Prevention of functional and cognitive decline is emerging as critical to improving hospital discharge outcomes.

Competencies, work-based assessments and entrustable professional activities might ensure our health professional students are well practiced in the expectations we have of them upon entry into the workforce. However, graduates must also be prepared for more than just their immediate future. They also need the capability to sustain their performance in evolving environments, and importantly, monitor performance (their own and potentially others') within the workplace to ensure quality practice. This is even more important in the increasingly uncertain nature of work roles, with the increase of technology and artificial intelligence. For example, in light of COVID-19, there is now an expectation of competency in the provision of telehealth services, an area which is new for many and requires a set of complex capabilities. Future work will still involve care, especially with an ageing population; however, if routine tasks are taken over by robots, humans will be called upon to do non-routine tasks and roles where decision making and judgement are important. In light of the need to prepare lifelong learners and in the increasingly changeable context of work, the term 'evaluative judgement' has been defined as 'the capability to assess the quality of one's own work and that of others'. 1 Evaluative judgement is an important attribute to develop, since without the capability to Capability to monitor performance (their own, and potentially others') within the workplace to ensure quality practice.

Introduction. The Kawa Model is a conceptual occupational therapy model of practice that uses the metaphor of a river as a medium to support the exploration of self, life events, and environment. In this study, the Kawa Model was used by occupational therapy students during a practice placement in a remote community setting as a tool to support learning, build self-awareness, and promote reflection on personal and professional development. Method. The study used an exploratory qualitative research design. Six student participants were purposively recruited and orientated to the use of the Kawa Model at the beginning and throughout their remote community practice placement. Semistructured interviews were used to collect data which were analysed thematically using interpretative phenomenological analysis (IPA). Findings. Analysis of the student transcripts revealed three overarching themes: self-awareness, the development of personal and professional skills, and working with metaphor. All students identified the model as a reflective tool that enhanced their understanding of their student selves in a remote setting. The students described the growth of various professional skills including communication, goal planning, and confidence. Whilst initially students found the metaphor challenging to fathom, throughout their placement, they found it impactful for comprehending their development of self. Conclusion. This study revealed that the students’ self-awareness and personal and professional development were influenced by their engagement with and application of the Kawa Model. Repeated engagement with the Kawa Model enhanced the students’ journey of personal and professional skill development.