Reflection involves stages of critically analysing experiences of practice in order to elucidate, examine, assess, and so inform learning about practice (Reid, 1993). Boyd and Fayles (1983) conceptualised reflective learning as the skills acquired by an individual to internally inspect and investigate an area of concern that is most likely provoked by an experience to generate and explain its meaning in relations of self, which may lead to an outcome of an improved theoretical perception. Both of the definitions give a clear definition to view reflection both as an approach to gain knowledge and as an approach to improve practice (Schutz, 2007). Moreover, Boyd and Fayles (1983) stressed that this improvement may be entirely established on an individual’s personal level of involvement. The evolution of Western philosophy involves the reflection as a notion (Schutz, 2007). In addition, Scutz (2007) suggested that the practice of reflection approaches plays a significant role in educating nursing undergraduates and health care experts to incorporate the skills of reflection in their practice communities as part of their daily practice at work. According to General Medical Council (2005), the processes of licensing and revalidation of healthcare practitioners includes a set of requirements such as acquired skills and knowledge of reflective practice. Similarly, the guidance of reflection and reflective practice are supported by evidences in the general education literature and are progressively defined as important characteristics of skilled health care experts who are ready to face these challenges (Argyis & Schon, 1974; Epstein & Hundert, 2002; Mann, Gordon & MacLeod, 2009). Dewey (1933, 1938) lends to support to this finding; he s... ... middle of paper ... ...switching careers as they move between their practices. As a result, psychologists are forced to face negotiation of ethical and ambiguous situations (Newman, Robinson-Kurpius, & Fuqua, 2002). The Ethics Code has insightful implications, which facilitates psychologists to acquire the Ethics Code, appreciate its importance and benefits, and understand its requirements if they see an association between Ethics Code and their innate moral sense (Handelsman, Knapp, & Gottlieb, 2002). The knowledge and deeper comprehension of Ethics Code will assist psychologists to know how to utilise the ethical standards in uncertain situations or in their psychological practice at professional settings (Knapp & Vandecreek, 2004). The Ethics Code provides enforceable standards to distinguish whether or not if an individual’s actions are rational or correct (Knapp & Vandecreek, 2004).
Burns, S. Bulman, C. Palmer, A. (1997) Reflective Practice in Nursing - The growth of the professional practitioner. London: Blackwell Science.
Ethics in the counselling and psychotherapy protects the client and the therapist involved in the therapeutic relationship and the therapeutic process as a whole; with the concepts that act as a guide for the therapists in provision of good practice and care for the client. The framework is built on values of counselling and psychotherapy; principles of trustworthiness, autonomy, fidelity, justice, beneficence, non-maleficence and self-respect, and provides standards of good practice and care for the practitioner (BACP, 2010). Ethical framework contributes to the development of the therapeutic relationship and process by assisting therapist’s decisions, and guides their behaviour and proceedings within their legal rights and duties. The ethical frame is structured on the boundaries of the therapeutic relationship and the therapists should be aware of their categories and be responsible for their forms. Monitoring and being aware of what goes on in and out of the room physically, emotionally and psychologically is primarily the duty of the therapist.
This essay will explore the authors meaning of reflection, how various reflective styles can benefit the practitioners within their settings, and how important reflection is within Early Years Practice. According to Appleby (2010, p.10), reflection is a generic term which describes various behaviours involving feelings, and thinking about thoughts and experiences, in order to examine issues and develop, new understandings and insights. Reflection within practice allows the practitioner to develop a sense of awareness around their daily activities, and helps them to evaluate how they could evolve these activities further, if the given opportunity was to arise again. Similarly, keeping a reflective journal
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).
A key technique current and nurses in learning can use is reflection based on past experiences. This method of critical thinking enables the user to have an approach of systematic analysis for present and future scenarios with the intent of improvement. In terms of knowing, reflection has appeared to be a crucial part of learning and understanding. (Bonis, 2009).
Initial Reflective Essay When I first thought of what I wanted to do with my life after college, the first thing I thought of was helping people. The next step in deciding what I wanted to do with my life was to examine how I could accomplish this goal. I started pondering and I was thinking about how much I love to take care of my body. Health care and personal hygiene has always been an important factor in my life. So I decided to major in Health Sciences.
Hillard, C. (2006) ‘Using structured reflection on a critical incident to develop a personal portfolio’, Nursing Standard Vol 21(2) 35-40
Reflection is not something new; it has been used for years. According to the article “Exploring reflective thinking in nursing practice” publish...
Rolfe, Gary; Freshwater, Dawn; Jasper, Melanie (2001). Critical reflection for nursing and the helping professions: a user's guide. Houndmills, Basingstoke, Hampshire; New York: Palgrave. pp. 26–35
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.
Taylor B (2004). Reflective practice: A guide for nurses and midwifes. Maidenhead: Open University Press
American Psychiatric Association. (2010). Ethical principles of psychologists and code of conduct. American Psychological Association (APA), Retrieved from http://www.apa.org/ethics/code/index.aspx
The term reflection means the examination of personal thoughts and actions. For nurses this means focusing on how they interact with their colleagues and with the environment to obtain a clearer picture of their own behaviour. This means it is a process in which a nurse can better understand themselves in order to be able to build on existing strengths and take appropriate future action (Somerville, 2004). Reflection is a way to bring your own intuition along with empirical knowledge together. Reflective practice in nursing is guided by models of reflection. Reflective practice model serves as a framework within which nursing or other management professions can work. Reflective practice model is also a structural framework or learning model that serves the purposes of a profession and is particularly applicable to health related professions. Reflective practice enables practitioners to learn to value themselves as significant people with values and feelings that are important factors in giving care. Whilst reflective practice allows the nurse to recognise the value of their experiences, they may also need support to work through a difficult situation. This is where reflection aids nurses in dealing with these challenging experiences (Johns, 1995). Reflection on experience offers nurses the opportunity to reflect on caring in practice in ways that its nature can be understood, where the skills necessary for effective caring can be developed and most significantly, where the values of caring for people can be highlighted, both to the individual nurse and the world in general (Johns 1996)
Bulman, C and Schutz, S. (2004). Reflective Practice in Nursing. Australia: Blackwell (3 ed). pp.29.