INTRODUCTION
The aim of this report is to look at a critical incident that occurred in placement and relate this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice Reflection is part of reflective practice and a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal & Jones, 2009).
Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001). This is supported by Fleming (2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice.
Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2010). Reflective practice has been identified as one of the key ways in which we can learn from our experiences.
The incident that was chosen was so for the reasons that the situation made the student aware of inadequacies on his own part and those of the staff on the team, which made him reflect upon the situation and how this could be learned from, so as not to make the same mistake again.
Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising w...
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...ring Professionals for the Demands of Practice. Educating the Reflective Practitioner. San Francisco, Jossey – Bass, pp3 – 21.
Thomas, B. Hardy, S. and Cutting, P. (1997) Mental health Nursing: Principles and Practice London: Mosby
Smyth, K. 2004. 'The benefits of students learning about critical evaluation rather than being summatively judged', Assessment & Evaluation in Higher Education, vol. 29, no. 3, pp. 369 - 378.
Turley, J.P.( 2000) toward and integrated view of health informatics. Information Technology in Nursing 12 (13).
Williams R., and Wessel J. (2004) :Reflective journal writing to obtain student feedback about their learning during the study of chronic musculoskeletal conditions, Journal of Allied Health 33 (1) (2004), pp. 17–23.
Zuzelo, P. (2010). The Clinical Nurse Specialist Handbook (2nd ed.). Sudbury, MA: Jones and Bartlett, Publishers.
Reflection, as explained by Moon (2013), is the process of looking back on an event or experience and thinking about it and learning from it. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences on a day to day basis in order to make sense of them. (Norman, Vleuten and Newble, 2002). In a professional context, reflation is vital for a practitioner to learn and improve their practice. By using their own experiences, practitioners are able to analysis, and in turn, adapt or improve specific areas of practice
Reflection is turning experience into Learning. Reflection is a conscious, dynamic process of thinking about, analysing, and learning from an experience that gives insight into self and practice.
Similarly, the British Association of Occupational Therapists (2007) enlightens that reflective practice is essential to continuing professional development. In this case utilising models such as the Gibbs model of reflective thinking ensures our reflections are consequential to our Continuing professional development (Armitage et al., 2012). The Gibb’s reflective model (1988) has six categories and they are: description, feelings, evaluation, analysis, conclusion, and action
Nurses are constantly being encouraged to be reflective practitioners (Sommerville and Keeling, 2004). Reflective practice can be defined as the process of making sense of events, situations and actions that occur in the workplace (Oelofsen, 2012; Boros, 2009) It helps the practitioner in thinking and examining his actions and behaviour thereby, aids in his learning and improvement. Reflective practice is important for nurses. The NMC Code (2002) states that nurses are responsible for providing care to the best of their ability to patients and their families. As nurses, according to Sommerville and Keeling (2004), they need to focus on their knowledge, skills and behaviour to ensure that they are able to meet the demands made on them by this commitment. Identifying strengths enable nurses to learn, develop and grow professionally.
Newell, R. Gournay, K (2000) Mental Health Nursing - An evidence based approach. London: Churchill Livingstone.
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
According to Driscoll (2000), there are three processes when reflecting on one’s practice. They are: ‘What?’, ‘so what?’ and ‘Now what?’ Using Driscoll’s reflective cycle will enable me to link theory to practice.
Reflection has its importance in clinical practice; we always seek to be successful and that can be achieved by learning every day of our life through experiences we encounter. In that way we can reconsider and rethink our previous knowledge and add new learning to our knowledge base so as to inform our practice. Learning new skills does not stop upon qualifying; this should become second nature to thinking professionals as they continue their professional development throughout their careers (Jasper, 2006). According to Rolfe et al. (2001), reflection does not merely add to our knowledge, it also challenges the concepts and theories by which we try to make sense of that knowledge. Acquiring knowledge through reflection is modern way of learning from practice that can be traced back at least to the 1930s and the work of John Dewey, an American philosopher and educator who was the instigator of what might be called ''discovery learning'' or learning from experience. He claimed that we learn by doing and that appreciating what results from what we do leads to a process of developing knowledge, the nature and importance of which then we must seek to interpret (Rolfe et al., 2001).
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
Middleton, J. (2004). A Practical To Promote Reflective Practice Within Nursing .Retrieved March 31, 2004 from www.nursingtimes.net.
The purpose of this essay is to reflect and critically study an incident from a clinical setting whilst using a model of reflection. This will allow me to analyse and make sense of the incident and draw conclusions relating to personal learning outcomes. The significance of critical analysis and critical incidents will briefly be discussed followed by the process of reflection using the chosen model. The incident will then be described and analysed and the people involved introduced. (The names of the people involved have been changed to protect their privacy) and then I will examine issues raised in light of the recent literature relating to the incident. My essay will include a discussion of communication, interpersonal skills used in the incident, and finally evidence based practice. I will conclude with explaining what I have learned from the experience and how it will change my future actions.
The case study focused on a nursing student named Jane, who described how she “absorbed her patient’s emotional trauma like a sponge” (Rees, 2012, pg. 321). Through reflective practice, Jane claimed she was able to “deal with the emotional challenges such as fear she frequently felt in practice” (Rees, 2012, pg. 321). Dr Rees findings established how reflection can help nurses manage their emotions, in order to help the individual gain strength to overcome emotions brought about by the practice of nursing. Clearly reflective practice assists a nurse in being a success throughout their
Reflective practice is the process of taking a step away from the work environment and thinking about your practice, consciously analysing the decisions you make during your practice and drawing on theory, relate it to what you do in practice (The Chartered Society of Physiotherapy, 2016).
on the wellbeing of the patient. A reflection can be personal in the form of a journal,
A reflection log is, in essence, a personalised learning resource. This reflection log will showcase the thinking and learning skills I have developed from module (IS6136 - Professional Practice Skills), which is underpinned by a peer learning system. As part of this peer system, I was encouraged to discuss and share my thoughts, as well as to develop my reflection log in a collaborative way. The reflection log helped me to extend and further my understanding of the material presented. Section 2.0 of this log will discuss five major takeaways from this module, in light of the learning expectation set by the lecturer. Section 3.0 will conclude the reflection log.