Teaching Skills As A Human Resource Practice Student

Reflecting on the situation that had taken place during my second placement working in the community. This will give me the perfect opportunity to develop and utilise my commutation skills in order to maintain the relationships with my patient. In this reflection, I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Gibbs (1988). Baird and Winter (2005,) give some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Siviter (2004)

THE IMPORTANCE OF REFLECTIVE PRACTICE IN HEALTH & SOCIAL CARE This essay will discuss the Importance of Reflective Practice within the health & social care. It will look at why using frameworks models such as (Gibbs 1988) can attribute to professional development and how new important recommendations on Reflection and Reflective Practice from Governing Bodies such as the NMC were influenced following the (Francis Report 2012). “Reflection is the personal exploration of your own thoughts and actions; it is about thinking things over, which will often reveal anxieties, errors, and weakness as well as strengths and successes” (Boyd and Fales 1983, p19). Reflective practice is an important act in which people, recall their experience's, absorb

Reflective practice is a key way of learning from the experience, it allows to overview the past experience from a different perspective and take actions to benefit it to yourself. Basically, the reflective practice covers a gap between theory and practice that helps to create a strategy for learning and improving (Jasper, 2003). Therefore, an understanding of reflective theories is a key aspect that I should develop before my graduation.

How to teach the skills necessary for effective reflection, how to offer support when different issues are identified in student narratives are just a few of the challenges identified. There are models of reflection that have been used to provide to support student efforts to think critically about the reflective process itself such as Baker's four-step model and Carper's patterns of knowing (Kennison, 2012). These models provide structure with a how-to path for reflective narrative. For faculty, these models are structured so that they can fulfill their roll to provide quality feedback. These aspects are necessary to maximize the improving student’s critical thinking skills. Other studies confirm this important step. Providing medical students with reflection guidelines improved reflective performance and feedback on both content and reflective ability also improved performance. Teaching students the characteristics of deeper, more effective reflection and helping them to acquire the skills they need to reflect well improves their reflective ability (Aronson et al., 2012). Using questions focused on aspects of critical thinking from Richard Paul’s Model of Critical Thinking, student’s reflective writings were analyzed from multiple perspectives. Identifying characteristics of critical thinking, analyzing the narrative themes identified as experiential aspects

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"

Using Borton’s reflective model, the author identifies appropriate teaching and learning strategies to improve Catherine's communication skills. This model has been chosen to discuss the assignment as it is relatively basic models that suits junior practitioner however it can be used at different stages as learner improve their reflecting skills as according to Jasper (2013). Due to the simplicity of the model, there is an increased in utilization of Borton's reflective model by the healthcare professional (Jasper, 2013). Borton’s framework asks the practitioner to reflect using three types of questions: ‘What?’, ‘So what?’ and ‘Now what?’ . The last stage heads professionals to create or change their practice as an outcome of reflection. Reflection is the self recognition

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.

Nurses are expected to make quick and sound decisions about patient care every single day. These decisions require critical thinking in order to provide their patients with the best care possible. Nurses have to be able to think quickly in an emergency situation and that is why critical thinking is so imperative in the healthcare field. Critical thinking is a fundamental skill that we learn in nursing school. It is more of a situational tool nurses use to make clinical decisions.

In recent years, reflection and reflective practice have become well-known term with in the health care arena. They are words that have been debated and discussed with in the health care setting (Tony and Sue 2006). Reflective practice is essential for nurses, as nurses are responsible for providing care to the best of their ability to patients and their families (NMC, 2008). Reid (1993) states reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Johns (1995) notes that reflection enables practitioners to assess, understand and learn through their experience. Reflective practice, therefore, offers nurses an opportunity to review their decisions and

The health field that has published more in reflective teaching and learning interventions is nursing, followed by medical education. Other disciplines are sadly far behind. The evidence shows that in general the reflective educational approach can greatly vary among studies in regard to type of intervention, triggers or topics of reflection used, learning objectives, frequency and mode of intervention, and even assessment, which makes complicate to get strong evidence about its efficacy.

Looking at Reflective Practice as a stand-alone discipline for self and system improvement was an enlightening process. I have worked with teams to critical dissect a situation, to develop a plan for the next time an incident occurs, to understand a student’s behavior and in efforts to build stronger teams. I have come home from a social situation and run the scenario through my mind trying to figure out what went well and what did not. However, to purposefully and systematically unpack and repack an experience with the goal of improving one’s practice is far more powerful then exercises I have done in the past.

Personal reflection in nursing is essential and critical as it allows for continuous development and re-assessment of skills whilst working within a health care setting (Reflective practice: a tool to enhance professional practice 2011, pp.1-3). Personal reflection is important as reflective practice allows for the ability for one to reflect and examine their actions and experiences which overall will increase and enhance their clinical knowledge, as well as developing and improving their practice (Reflective practice: a tool to

Reflective Practice (RP) is a concept embedded nowadays in most of the educational and healthcare professional curriculums in UK, but it is much more developed and almost mandatory in nursing than in any other field (Hebert, Finlay 2008, GMC, NMC, Wilson 1996). This trend is based not only on learning theories, professional requirements and patient expectation but also for the numerous benefits that have been described such as enhancing the competence of self-directed lifelong learning, professional development and critical thinking among others. This beside of some drawbacks that have been highlighted (tsingos).

The approach of teaching how to think enhances thinking skills. There is an important thinking style that every single student should learn is named critical thinking. People can learn it by applying this approach to education. Tim van Gelder mentions that the fundamental aim of education is to enhance thinking skills, especially critical-thinking skills. He also presses about the necessity of this thinking because many students accept hypothesis without criticisizing and comparing it with others. (41). As he said, critical-thinking, at any level, is needed in education. Besides, this is an issue mostly neglected because it is hard to apply in education because human beings are not natural critics. As long as some knowledges make sense to people, they usually do not make any effort in questioning these knowledges. Thats why learning critical-thinking is not easy that can be done in a couple weeks. Van Gelder also supports this idea by saying ''Although it can be seem quite basic, it actually is a complicated process.'' ( van Gelder, 42 ). He means learning critical-thinking by saying it.

In order to take on a human resource management (HRM) position specific education and requirements need to be meet. A bachelor’s degree is the education needed to obtain a job for this occupation. Most bachelor programs for human resource management take four years to complete (Human Resources Management Degree, 2003). With a bachelor’s degree it will give the tools that are expected to enter a variety of business settings (7 Essential Questions, 2015). A bachelor of arts or a bachelor of science in human resource management will be obtained with bachelor’s degree (Human Resources Management Degree, 2003; 7 Essential Questions, 2015). A majority of the curriculum for this degree will include fieldwork and traditional classroom training (7 Essential Questions, 2015). In response to employers’ calls for more relevance education, many universities help students with internships which give experience that employers want to see (Elkins, 2002). Although a bachelor’s degree is sufficient for most positions some jobs require a master’s degree (Bureau of Labor and Statistics, 2016). A master’s degree makes an employee stand out and shows that they have had a little more preparation.