Reflective Account Of A Reflective Practitioner

I had been working with a child where I needed to conduct an assessment. Before the meeting to share the information with the parents, I sent them a copy of the completed assessment to enable them to gather their thoughts so that at the meeting I was able to answer any specific concerns. The mother had rang me the day she received the assessment as she was not happy about the comments written. I explained to the mother that we could discuss the matter at the meeting but, although she did not respond, I could sense that the mother was still irate.

The purpose of this paper will be to discuss the major philosophies that have shaped the nursing profession, how epistemologies have informed nursing science, the development of nursing philosophy, and the theoretical knowledge that has advanced the nursing body of knowledge. I will discuss how this new knowledge has influenced my perspective of the nursing profession, and how this will inform my theory-guided and reflective practice as an Advanced Practice Registered Nurse (APRN). Furthermore, I will articulate the concepts and ideas of my personal nursing philosophy and paradigm, and the congruence to the theoretical concepts and elements of Dr. Jean Watson’s Theory of Human Caring (Watson, 1979).

Reflective practice is constantly changing as it adds in the learning gained from experiences. Reflective practice links events together and compares what is already known and make a decisions on the basis of this comparison. Reflective practice helps nurses to become expert practitioners due to the fact it operates from a deep understanding of the total events. Reflective practice could also be beneficial for patients and service users as it gives better standards of patient safety and is focused on individual and also evidence based care derived from their needs.

making Practice-Based Learning work Reflection on PRACTICE A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Author Patricia McClure School of Health Sciences, University of Ulster www.practicebasedlearning.org contents Reflection on Practice 02

Reflective Practice Piece Description: As a nutritionist there are certain standards of ethics, conduct and performance we have to follow in order to deliver the best service to a client. These standards are more of guidance to how you should behave as a nutritionist. These standards will help you as a registered nutritionists or associate nutritionist. Feelings: No matter what type of employment you go into as a nutritionist the same guidelines apply.

Introduction Reflection assessment or reflective practice a central skill for nursing practitioners. It can help nurses to handle situations and improve care. Engaging in systematic reflection assessment qualifies nurses to cope with personal and professional effects of addressing vital wellbeing and health requirements on a quotidian basis. It is extensively debated that clinical apprentices should learn to become reflective practitioners and reflective assessment plays a key part in this. There are also many challenges of assessing reflection.

Reflective practice is when you think about the work you have done and how well it went,

Safety is very important to my client (ExxonMobil) which makes her dedicated a lot of time for safety issues. I always attended monthly safety meeting where general safety issues where talked about, including home, road and office safety. During the construction of Mobil Court Refurbishment Project I was able to identify some safety hazards, one of such was when workers were trying to remove some items from the phase two building that was although marked for demolition but has not been de-energized. I reported the situation to the health and safety manager after I have instructed the workers to leave the building because it has not been de-energised. “You see, you act”

This key experience challenged me to learn very early on that I had quickly formed an opinion of the individuals I was working with, which caused me to judge these clients based on what I thought I knew. I felt very quickly in my work with these individuals that the older gentleman would need more help with activities as I felt he likely had a learning disability based on the fact that he walked a little slower as if shuffling and the fact that his speech was not clear. The younger gentleman I felt would be easy to work with as I did not anticipate or note any areas that I felt he would have difficulty in. There was no concrete evidence to support my assumptions, they were solely based on my

It is crucial for radiologists to enhance their professional lives by committing to life-long learning and continuing professional development in their everyday practice. (reference ahpra). Structured programs can assist practitioners in undertaking these skills; however, incorporating a self-guided reflective practice is a more complementary approach.

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.

I have nine years experience as a receptionist responsible for handling a busy switchboard, directing phone calls & assisting customers. I’m reliable, punctual and posses effective communication skills. I’m able to work independently with little supervision and have a strong willingness to learn.

She is adaptable to change and is able to learn new tasks quickly. Melissa is a reliable, supportive and a observant student who is very organised in her work. She is a very honest person and is very adventurous. Melissa loves volunteering and is passionate helping other people within the community.

Professional knowledge is no longer viewed as just consisting of a standardised, explicit and fixed knowledge base. It is now seen as knowledge which exists in use, is ethical in its use and is changed by experience.

Reflective learning can be identified as a means to allow individuals to see ourselves in both a physical and metaphorical sense to see inside ourselves (Jasper & Ebrary 2006). It is about seeing things from a different perspective. Boyd and Fales (1983) defined reflective learning as a process of examining and exploring issues of concern that may be triggered by experiences and creates as well as clarifies meaning in the form of self. This leads to a change in conceptual perspectives. Reflective learning to me is an evaluation of yourself and how far you have come from where you began. Reflective thinking can help me analyze my past performance and think on how I can improve myself as well as develop the necessary skills I need to continually do better.