Structured Reflective Practice

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.

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).

Among the various reflective models, there are both pros and cons to each concerning the depth in which a clinician reflects from an experience. It is critical to note that in my opinion these reflective models would not fit every situation in life or within a clinical setting. Therefore, every situation should be analyzed to see which model will produce the best reflective approach. Obviously for more in depth situations, those models that superficially reflect would not be an optimal choice. After researching the cyclic models, I have selected the Atkins and Murphy model to utilize the concepts of reflective practice. Through this assignment I will use case study two so I can effectively utilize the concepts of reflective practice through the Atkins and Murphy model.

Throughout this piece of writing I am going to "critically discuss the assertion that teachers themselves, are their own most important resource when it comes to the development of their professional expertise." When evaluating this claim I will address a number of topics including reflective practice, professional expertise and the correlation between them; as well as this I will refer back to the GTCNI framework and what it has to say about teacher effectiveness and the variety of tools that teachers use in order to be successful. I am going to talk about the key theorists who brought about the idea of reflective practice, such as Dewy and Schon, and I will also outline the different models of reflective practice that are in existence today. Although reflective practice is generally deemed a positive approach, I will talk about possible complications or drawbacks that can be associated with it. As a whole, this essay will evaluate how reflective practice helps teachers to develop their competence and professional expertise, and it will assess other methods and tools which teachers incorporate in order to be successful, in comparison to reflective practice.

Reflection is an essential attribute for the development of autonomous, critical and advanced practitioners. It is the ability to examine one’s actions and experiences in order to enhance individual clinical knowledge and nursing practice. Reflection is a professional motivator to “move on and do better with one’s practice”, with the common goal of learning from one’s experiences and examining oneself (Caldwell & Grobbel, 2013). According to Chong (2009), “reflective practice should be a continuous cycle in which experience and reflection on experiences are inter-related”.

Reflection means mirror from a surface, such as reflection of light, sound or water wave. In the context of human reflection, the definition can be extended to cognitive acts such as observation, thinking, consideration, memorizing, contemplation and meditation. Reflective practice, in its primary variation, could be explained as thinking about or reflecting on what one do. It is closely related to the concept of drawing lessons from experience, in that one think about what one did, and what has turned, and decide from that what one would do otherwise next time (Jasper, 2003). The part of obvious being human is thinking about what has happened. Reflective practice in contrast to thinking requires a knowingly

Reflective practice is a tool used to evaluate ones opinion, thoughts and emotions. It “forms the basis of deep learning from past experiences” (Tsingo, 2014). It builds on critical thinking and problem solving. How I may choose use this in my future career as a radiation therapist is a means for debriefing, continued learning and managing my emotions. Ensuring I am mindful of myself. I hope to improve my understanding and obtain new perspectives by doing so. In the past, I have kept reflective journal entries as a mandatory assessment. I have discovered that it extended my understanding of new topics and ideas. I’ve noted reflective tools are a great way to addresses strengths and weaknesses. In short, it encourages active learning and proactivity by analysing a situation.

While working as a transporter and clinic aide at two different hospitals, I was able to interact with many patients. I always enjoyed listening to the patients and helping them when I was able. Throughout my life, I have always been fascinated with the processes that governed the human body. I feel that increasing my knowledge in the field of medicine, will equip me with more skills to impact and improve the lives of more patients.

“Death starts from the feet.” She was an 86 year old Guinean woman who was accompanied by her son to the family medicine clinic. Her son explained to us that his mother was very anxious and feared that she would be dying soon because of the pains that she was having in her lower extremities. In their culture, there is a saying that “death starts from the feet,” and because she was experiencing these pains she was convinced that her time was near. After obtaining a more detailed history and completing her physical examination, I discovered that the patient had bilateral crepitus in her knees as well as joint swellings, indicating an osteoarthritic presentation. What my patient feared to be symptoms of death were instead osteoarthritic pain! This patient encounter was an eye opening experience on just how impactful our backgrounds can be in medicine. By improving our cultural competences we improve the quality of healthcare. As a family physician I hope to make a difference in the lives and communities of patients from various backgrounds.

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.

To understand what therapeutic alliance is we will need to take a close look to the American Psychological Association dictionary of Clinical psychology (2013) which define therapeutic alliance as the collaborate work between the client and the counselor (p. 584). Which in other words will be the set of rules/bounds/task or contract between the therapist and the client to guarantee a successful outcome. The first interview between the client and the counselor is the most important first sept of help. The client will communicate their needs to the therapist and the therapist will make sure that the client understands his commitment

Reflection means deliberately taking time to review the happenings of a certain matter and processing how that matter was handled, how it could have been better handled, and how it should be handled in the event that it happens again. This is a practice that I have made a part of my daily life. I reflect over my day on my twenty minute drive home. It allows me to process my day with a critical eye. Often, I feel that I could have handled things differently. There are also days that I feel that I have handled situations remarkably, and I am proud of myself. By critiquing my behaviors and the occurrences that have happened throughout the day, I am able to learn the areas in which I need to grow.

Reflective practice was introduced in the 1980s (Jasper, 2003), it enables early years practitioners to focus on an experience identifying what went well and/or what did not go well, guiding future actions and making positive changes (Hallet, 2012). It is important to focus on the future; using the knowledge that has been gained from the past (University of Hull, 2015). There are three components to reflective practice 1) the experience, 2) reflective process, and 3) action (Jasper, 2003). When a significant incident has occurred, reflection of the incident, in some cases, highlights the need to research and ask questions, rather than providing answers (Barksby et al., 2015).

There are distinctive initiatives eminently special education administrator should perform prior to empower awareness considering facilitation individuals with disabilities, teachers, and school administrative staff. I interview Daren Cerrone school age coordinator who currently works at Hawthorne Country Day School. The ensuing paper will review Daren Cerrone correspondence ahead of my inquisition regarding special education ramification and procedures.

I would express my feelings towards reading and writing as ambivalent. Before I entered high school I would have not even