Reflection Of Reflection And Reflective Practice

Reflective practice allows us to reflect on our actions and experiences so that we can learn from them and adapt our behaviour accordingly. Reflective practice can be uncomfortable as it challenges our own assumptions about ourselves however it is vital for improving the quality of the service we provide.

I will use a reflective model to discuss how I have achieved the necessary level of competence in my nurse training programme. The reflective model I have chosen to use is Gibbs model (Gibbs 1988). Gibbs model of reflection incorporates the following: description, feelings, evaluation, analysis, conclusion and an action plan (Gibbs 1988). The model will be applied to the essay to facilitate critical thought, relating theory to practice where the model allows. Discussion will include the knowledge underpinning practice and the evidence base for the clinical skill. A conclusion to the essay will

Effective reflection helps the practitioner to see the situation from an outsider's perspective, so that they can develop a better way to respond to a similar scenario in the future. Reflection is meant to achieve a change in practice, rather than simply repeating the same mistakes (Schon, 1983). Many different models exist for structuring the reflective process. Regardless of the framework used, the reflection models are meant to accomplish three things. They are supposed to promote reflecting on events, self-evaluation and analysis, and a plan to change actions in the future. This Reflective essay will utilize Driscoll's 'The What?' model as its structure (Driscoll, 1994). This model has three components"

For the purpose of this essay, I have selected Gibbs (1988) Reflective Learning Cycle to reflect on an aspect of individual professional practice, which requires development in preparation for my role as a Registered Nurse. Gibbs (1988) Model of Reflection provides a clear description of a situation, analysis of feelings, evaluation of the experience, conclusion, and action plan to make sense of the experience to examine what you would do if the situation happens again.

Reflective practice is a self-analysis tool, by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (Kottkamp & Osterman, 1993). Reflective practice allows professionals to assess their performance, make sense of what happened and learn from mistakes and experiences in order to develop, improve and adapt. (Cropley, et al., 2012).

Cooney, A. (1999) Reflection demystified: answering some common questions. British Journal of Nursing 8(11): 1530-1534.

Reflection is the critical examination of nurse’s clinical decisions with the goal of learning from the clinical experience, develop new knowledge, improve competency and practice that results in quality and safe delivery of care and positive patient outcomes. Additionally, highlighting the reflection process as an integral part of nursing, the registered nurse standards for practice in Australia requires ongoing reflective practice for continuing professional development. For this essay, the SN utilised the Gibbs Reflective Cycle framework. Gibbs' (1998) reflective cycle is model of reflection that provides a systematic approach in analysing a clinical experience and to provide recommendations should the SN encounter similar situation in

Spirituality is considered one of the components of health and wellness, and is a contributory factor in the delivery of holistic care (O’Shea, Wallace, Griffin, & Fitzpatrick, 2011). It only makes sense for us nurses to study and research spirituality since the nursing profession is committed to holistic development, which includes the spiritual dimension of life. However, elements such as time constraints, short staffing, insufficient formal education related to spiritual assessment and confusion between spirituality and religion have led to spirituality becoming a disregarded component of care (O’Shea et al., 2011). Adolescence is a crucial time in the development of a person’s spiritual path (Benson & Roehlkepartain, 2008). Findings showed that most adolescents hold spiritual or religious beliefs already and choose to draw on them when experiencing life-changing events. Despite this information, healthcare professionals overlook the spiritual needs of adolescents (Neuman, 2011).

A load of research has been done on learning and reflective practice and its effectiveness on the practitioners and one of the first people to research reflective Practice was Donald Schon in his book “The Reflective Practitioner” in 1983. Schon was an influential writer on reflection and had two main ways of identifying reflection and they were reflection in action and reflection on action.

According to Howston-Jones (2013) reflection is not something that is out of the ordinary for everyone to do in their everyday lives. Reflection is the act of looking back on a situation, event or incident critically and making sense of it to learn from it and alter our actions to gain better outcomes should the same incident arise again (Capelhow, Crouch, Fisher & Walsh, 2013). As new experiences happen to everyone, everyday; it would be right to consider reflection as an ongoing process within everyone’s life, a process that is repeated, honed and a skill to be developed (McKenna, 1998).

Spiritual care is a significant concept for nurses to provide holistic care to patients. By understanding patient’s spiritual worldviews, health care professionals determine if patients have any unsolved spiritual concerns and needs.

Reflection in action happens whilst carrying out an action in a critical way. As a student, the vital part of Reflection-in-action is to notice when we are experiencing this and what is occurring. This then allows us to develop ourselves even better when faced with the same situation in future. (Plymouth University

This essay will discuss a clinical skill in which I have become competent in practicing. I will use a reflective model to discuss how I have achieved the necessary level of competence in my nurse training programme. The reflective model I have chosen to use is Gibbs model (Gibbs 1988). Gibbs model of reflection incorporates the following: description, feelings, evaluation, analysis, conclusion and an action plan (Gibbs 1988). The model will be applied to the essay to facilitate critical thought, relating theory to practice where the model allows. Discussion will include the knowledge underpinning practice and the evidence base for the clinical skill. A conclusion to the essay will then be given which will discuss my reflection skills, acknowledge my competence and show my personal and professional development.

Within different disciplines, what is understood by reflective practice varies considerably (Fook et al, 2006). Despite this, some agreement has been achieved. In general, reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice (Boud et al 1985;

The scenario described between the nurse and Rose is consistent with these findings. Furthermore, patients and nurses often differ in their definition of spiritual care. Nurses are then more inclined to ignore patients’ spiritual care altogether, designating it an area for clergy (Ramezani et al.).