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Essay on reflection in nursing practice
Essay on reflection in nursing practice
Theoretical arguments of reflection in nursing
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Critical reflection occurs when we analyse and challenge the validity of our presuppositions and assess the appropriateness of our knowledge, understanding and beliefs given our present contexts (Mezirow, 1990). According to Rolfe (2014) “Students can only learn to be reflective practitioners when they are in practice” because that is when wicked problems arise. Critical reflection is another concept commonly mentioned in the literature on reflection (Bright, 1996; Brookfield, 1994; Collins, 1994). This portfolio comprises the analysis of the role of critical reflection in contemporary nursing education and the evaluation of the usefulness of feedback and assessment process in relation to work setting, fostering reflective learning. The role
For instance, critical thinking allows nurses to identify, evaluate and improve practice by bringing about change in response to feedback from various practice experiences.” However, as Gardner (2014), advocating there is a need to shift from focusing on nursing skills as an individual towards participating in a much more holistic critical process encompassing the wider social context. In this way, critical reflection incorporates principles of critical social theory. In addition, critical reflection from an essential social perspective aims to bring forth an awareness of any underlying assumptions so these may be challenged and altered for next time. As Usher and Holmes (2010) write, reflection “offers a way to bring to the surface the contradictions between what you intend to achieve in a situation and how you actually practice”. In addition, critical reflection may assist with advancing nursing practice from the status quo towards actively creating opportunities to change for a better outcome whether that may be during the experience or in the future. Reflective thinking is hypothesis testing, and real-time experimentation done in situations where “wicked problems” occurs that facilitates deeper knowledge and understanding (Rolfe, 2014). For Rolfe (2014), knowledge is a verb, not a noun, and he
Rolfe (2001) claims that reflection- in-action is more advanced form of thinking and leads to more advanced practice. He further describes that is it is a process of what the nurse is always testing theories and hypothesis in a cyclical process while simultaneously engaged in practice (Rolfe, 1993). It means examining behaviour and that of others while in a situation (Schon, 1995; Schon, 1987). “To be able to reflect one must step outside the experience in order to make the observance comprehendible” Gray (1998). “Aziza highlighted (Forum 2; Challenges and debates about reflective practice, Reflection-in-action/practice and Reflection-on-action/practice) that competent nurses encounter an unusual event or “wicked problem”. Rolfe (2014), calls it, the nurse automatically analyse, problem solve and reflects in that instant without even realising it.” Hence, it brings about confidence, skills and knowledge and anticipation in professionals in nursing. Professionals are accountable for their actions and in this case students, and new nurses would have an opportunity to think what could have been better to improve the
Critical thinking and knowledge are the foundation of nursing practice, and the most essential elements in providing quality nursing care. Nu...
Rubenfeld, M. G., & Scheffer, K. B. (2015). Critical thinking tactics for nurses: Achieving the IOM competencies (3rd ed.). [VitalSource Bookshelf Version]. http://dx.doi.org/9781284059571
The purpose of this Reflective assignment is to demonstrate how the application of the Registered Nurses standards for practise (2016) can be used in reflective practise. The Registered Nurses standards of Practise (2016) states that RN’s should develop their practise through reflecting on experiences, knowledge, actions, their feelings and beliefs and recognise how these factors shape professional practise(RNSP, 1.2).Reflection allows individuals to look back on their day-to-day situations and how they made us react and feel; what we would change if we had the chance, to create a different outcome; and what we would do next time to enhance the way we conduct ourselves in a professional manner.
According to Bandman & Bandman (1995), critical thinking is defined as the rational examination of ideas, inferences, assumptions, principles, arguments, conclusions, issues, statements, beliefs and actions. In this subject ‘Critical Thinking in Nursing’ has emphasized critical thinking as an essential nursing skill and its definition of critical thinking have evolved over the years. In short, the general definition of critical thinking is self-directed, self-disciplined, self-monitored and self-corrective thinking. Every nurses must cultivate rigorous standards for critical thinking, however they cannot avoid completely the situatedness and structures of the clinical traditions and practices. They must make decisions and act quickly according to
Reflection and analysis of critical incidents is widely regarded as a valuable learning tool for nurses. Practice requires us to explore our actions and feelings and examine evidence-based literature, thus bridging the gap between theory and practice (Bailey 1995). It also affords us the opportunity to change our way of thinking or practicing, for when we reflect on an incident we can learn valuable lessons from what did and did not work. In this way, we develop self-awareness and skills in critical thinking and problem solving (Rich & Parker 2001). Critical incidents? ?
Around the 1960s, nursing educational leaders wanted to formulate a nursing theory that contained knowledge and basic principles to guide future nurses’ in their practice (Thorne, 2010, p.64). Thus, Jacqueline Fawcett introduced the metaparadigm of nursing. Metaparadigm “identifies the concepts central to the discipline without relating them to the assumptions of a particular world view” (MacIntyre & Mcdonald, 2014). Fawcett’s metaparadigm of nursing included concepts of person, environment, health, and nursing that were interrelated. The metaparadigm ultimately contributed to conceptual framework to guide nurses to perform critical thinking and the nursing process in everyday experiences in clinical settings.
The view of nursing is now more in depth and well rounded than before attending this class. Also, I now have a better understanding that scientific knowledge has a huge impact on nursing. Before taking these specific classes this semester I did not realize how much of a role science played in the nursing career. This quarter has really shown me that a nurse is not a "task monkey." The most surprising thing that I learned this semester was the abundance of knowledge that a nurse has to have in variety of areas such as assessment, legal, risk prevention, and educator just to name a few. As I make my journey through nursing school to expert nurse, I will always remember my instructors and dean continuously repeating that I must choose
Hillard, C. (2006) ‘Using structured reflection on a critical incident to develop a personal portfolio’, Nursing Standard Vol 21(2) 35-40
One of the most essential aspects of doing a job well, no matter what job it is, is the ability to think critically about a situation. Finn (2011) defines critical thinking as “the ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons and evidence rather than emotion or anecdote”. The difference between assessing a certain situation critically and assessing it without any evidence to corroborate your claims is that when you look at something critically, you are using your ability to “come up with the alternative explanations for events, think of research findings and apply new knowledge to social and personal problems” (Finn, 2011). When you can come up with other explanations using evidence, you can also create an alternative way of enhancing the situation. Critical thinking skills are especially important to nurses in a fast-paced setting. Nursing is a very demanding and rewarding field to enter into; it becomes enjoyable when you are good at it. In order to be good at their jobs, nurses need to learn the skills required to think critically and also, relate those skills to their everyday routines. This is known as evidence-based practice. Evidence-based practice is defined as “using the best scientific evidence available to guide clinical decisions and interventions with the goals of fostering self-management skills and improving health outcomes” (Miller, 2011). This paper examines the skills required for critical thinking, how to learn these skills, and how to apply them in clinical settings. (Miller, 2011; Finn, 2011; Noonan, 2011; Lunney, 2010; Wangensteen, Johansson, Bjorkstrom & Nordstrom, 2010; Chitty & Black, 2011).
Sorensen, H. J., & Yankech, L. (2008). Precepting in the Fast Lane: Improving Critical Thinking in New Graduate Nurses. Journal Of Continuing Education In Nursing, 39(5), 208.
Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom? Does the new knowledge created foster change? This Myths and Realities investigates the extent to which critical reflection can be taught to adult learners.
In this reflective essay, I will be using the Driscoll’s model of reflection to talk about how my knowledge of quality nursing care has improved since the commencement of this module. Quality nursing care has helped me develop various nursing strategies that will guide me in my first placement and throughout my career in nursing. Furthermore, it has taught me about communicating effectively with patients, I have learnt about verbal communication such as paraphrasing when communicating with patients to ensure that what said is properly understood. I have learnt not to make assumptions about patients and putting them in the middle of their care, taking into account their preferences.
This assignment focuses on an incident which was experienced during a community placement. The patient suffered from bowel cancer, my mentor and I were visiting her to change her dressing. The names of people have been changed to ensure confidentiality Nursing and Midwifery Council (NMC, 2008). Gibbs (1988) cited in Jasper (2013) will be used as the reflective model because it is simple and, easy to understand. Through the model’s six key stages I will describe my experience and how I maintained dignity while giving personal care to patients in the community. Writing a reflective account makes one relive their thoughts and, feelings and make appropriate changes when required (Howaston-Jones, 2013).
Reflective accounts help nurses become more self-aware and develop a deeper understanding of themselves. Through reflective practice, the nurse can develop skills such as critical thinking and a greater understanding of interpersonal relationships (Sommerville, 2004). Reflective practice can increase the quality of care and promote good practice.
Taylor B (2004). Reflective practice: A guide for nurses and midwifes. Maidenhead: Open University Press