A justification of a model of reflection to inform learning
Reflective practice is an important tool which many health professionals use, it helps individuals to reflect and analyse their experience to improve the way in which they work. The Chartered Society of Physiotherapy endorses reflection, in the quality assurance standard for learning and development it says members should reflect on the continuing professional development process in order to maintain and develop their competence to practise (CSP, 2012). Many models have different ways of getting an individual to reflect on their experience, but they all have the same outcome, to get them to learn from their experience. A popular model to use is Gibbs’ (1988) this model involves six stages which are, describing what happened, how you were thinking and feeling, evaluating
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This allows the reflector to look at what happened, what they did and their role in the situation. So what? Allows them to analyse the situation, what was important about the experience and what they learned. Now what? Allows them to look at what they will do next and can they improve. According to Melanie Jasper in beginning reflective practice, the model allows new students to reflect on the real world of practice until they become more critically analytical (M Jasper, 2013, p100). Johns’ model (2000) is a more in depth model, asking the reflector to pay attention to their thoughts and emotions, to write a description of the situation surrounding those thoughts and feelings, and getting them to see what issues are significant to them. Johns’ model also gets them to look at what they were trying to achieve, why they responded as they did, the consequences of that for the patient and themselves, how others were feeling and how they knew that. Why they felt how they did in that situation. The model then gets the reflector to take in consideration what knowledge did or could
This reflective essay will demonstrate the concept of reflection. The model of reflection by Driscoll, 2007 has been followed in this essay to reflect the clinical skills that I have studied and practiced in week 7to week 9 of this unit which assisted me to get prepared for the practical experience which I will commence at the end of this semester. I have practiced numerous skills during the practicals class, but this essay will be a focus on taking care of bedsore and wound management.
Nurses are able to reflect upon their past experiences of work and build and improve this ensuring their level of competence and skills is in line with NMC guidelines. Improving the quality of care provided to patients is an ongoing process and requires practitioners to contently reflect and improve their practice. (Howatson-Jones, 2013) One way in which reflection can improve the quality of care is through the use of professional supervision, as stated by (Daly, Speedy and Jackson, 2014) a focus for supervision should be enhancing a nurse’s skills and ability to reflect on practice. It should reflect on the standard of care provided and highlight areas for improvement such as further training. This, in turn, leads to a greater self-awareness of practitioners’ own abilities. The process is not about finding faults, but to improve and learn to ensure the quality of care is high and professional for all patients. Being self-aware is a skill important to reflection and the provision of quality of
...ning a therapeutic relationship. Paraphrasing includes repeating the content that has been expressed in a different way, this method can provide the client of feeling important and recognized. Reflection of feelings/content involves identifying the feelings and/or content in what has been said (highlighting the key aspects of the story), again this method encourages for the patients to be validated and heard.
This enables the reflective practitioner to look at their practice and see what they would change in the future, how they would develop/improve their practice. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my nursing practice continuously and learning from the experience for better practice in the future.
On the 1st of November 2013, I performed my first simulation on the module, Foundation Skills for Nursing. This simulation was on checking for vital signs in patients particularly, measuring the blood pressure (BP) which is the force of blood vessels against the walls of the vessels (Marieb and Hoehn, 2010). We also measured the temperature, pulse and respiratory (TPR) rates of a patient. This simulation’s objective was to engage us in practising some basic observation techniques taken on patients in and out of hospitals and to familiarise us on some of the tasks we will be performing when in practise. I will be applying the “What”, “So what”, and “Now what” model of reflection in nursing by Driscoll (2000).
This essay will reflect on the author’s learning experience and challenges to her journey of completing the high dependency care module. On reflection, the journey will be explored in which professional development is challenged and facilitated. In reflecting on these areas, the Driscoll's (2007) model of reflection will be utilized as this is very simple, straightforward yet suitable to any practitioner. Driscoll (2007) considered three stages in his approach to reflection as seen in Appendix 2.
There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolb’s (1984), and Gibbs (1988). I decided to utilize the Gibbs (1988) model as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. By contemplating it thus, I am able to appreciate it and be guided to where future development work is required.
In this assignment, the reflection will be structured using the educational cycle (framework) of Graham Gibbs, as per the recommendations of Rolfe et al. (2001), in that it is often neither the subject nor the content of what we reflect on that is necessarily important, but rather its analysis in terms of what can be drawn out in understanding and learning.
In order to engage in meaningful communication and develop effective communication skills, nurses must engage in the process of reflecting on how communication skills are utilised in practise. Reflection allows the nurse opportunity to gain a deeper insight into personal strengths and weaknesses and to address any areas of concern in order to improve future practise (Taylor 2001). A further aim will be to reflect on how communication skills have been utilised within nursing practise. Various models of reflection will be examined, and a reflective account of a personal experience which occurred during placement will be provided using a model. This reflective account will involve a description the incident, an analysis of thoughts and feelings and an evaluation of what has occurred. Fin...
Definitions of reflection vary depending on the discipline of the author. Having reviewed the literature, Bulman (2008, p.2), a nurse, defines it as “reviewing an experience from practice so that it may be described, analysed, evaluated and used to inform and change future practice”. It is a personal process requiring honesty, openness, self-awareness, courage and a willingness to act on criticism. It acknowledges that feelings and emotions influence actions. Critical reflection involves in depth examination and questioning of personal, social, historical, cultural and political assumptions and perspectives that are embedded in actions. It is an active process enabling one to make sense of events, situations and actions that occur in the workplace (Oelofsen, 2012). It transforms a situation in which there is confusion and doubt to one that is clear and coherent (Dewey, 2010).
To improve my understanding of maintaining my capability for practice as a RN, I set a goal to learn in depth from my classes, related units, and through interacting with my friends and tutors. There were many setbacks on the way, but as I became more acquainted with the matter I began understanding better. In this reflection I’ll use Gibbs reflective cycle (Gibbs, 1988) to address my experiences as a student nurse in fulfilling the maintenance and capability for practice. Description Through tutorials, lectures and simulation classes every semester, our practice is enhanced and maintained so that the skills and knowledge we learnt is always nurtured while new ones are gained.
It may have been something you did differently that had a positive result and you may conclude you would do it again upon reflection. The most important part of reflection is making sense of situations and events that occur so that our decision making and any actions we take lead to good, effective practice. Nurses have to keep a record of their continued professional development. At annual reviews, nurses are able to present evidence of their development through a portfolio which should contain reflective accounts of their practice. These reflective accounts will help them identify strengths and weaknesses, highlight their performance, improve their skills and highlight any areas that could be developed.
In the book, “The Element” by Ken Robinson he discusses how different education systems all over the world are but focuses on the education system in the United States. The reason being is that he believes that there are faults that need to be fixed because it doesn’t focus on the students individually and discovering their “element” but, on academics, business and state testing. Robinson claims that education itself is supposed to be a process in which it develops all resources.
Reflection encourages the student to acknowledge and act upon their strengths and weaknesses in their ability to make clinical decisions (3). As the student reflects it allows them to focus their attention on areas where they have both succeeded and struggled in the clinical setting and apply direct relation to how much knowledge they have gained from the experience (3). Furthermore, whilst it also also allows the student the ability to pose questions, seek clarification of specific events, find meaning and discuss matters of concern and interest with their preceptors in their reflective writing (3). Nonetheless, it is not until the student has achieved the additional knowledge that they will fully understand the limitation of their own practice (3).
“Evaluation is an important part of nursing and nursing education. As nurses, we evaluate the interventions we use to determine if they are helping achieve patient outcomes.” (University of Minnesota 2012) The Gibbs Model of Reflection, 1988 will be employed throughout this evaluation, as guidance in the reflection of my intervention as well as an assessment of my overall practice. (Appendix 3) Reviewing how efficiently I carried out this activity is beneficial in helping me to develop a critical mindset and also enhance on existing skills as well as expanding my awareness through assessment of my practice.