The Importance Of Reflective Practice

The aim of this assignment is to give a reflective account on group presentation and the peer assessment process as well as the development of a personal action plan. It would involve using ‘The What? Model of Structured Reflection’ (Driscoll 2007) to analyse the experience of using a group designed assessment tool to assess my peers and the experience of being peer assessed. Additionally, experience of completing a group presentation would be reflected upon. A personal action plan which identifies areas for personal development and the designed assessment tool is attached as appendix 1 and 2 respectively.

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.

The teacher must be a reflective practitioner who continually tests the effects of his/her choices and actions on others such as students, parents and other professionals to grow professionally. A good teacher shows the ability to adapt to ever-changing circumstances the ability to reflect upon her students and the situation to try to decide what will work best for every student individually.

I am writing this reflective journal in accordance with the CNO`s reflective practice standards and the LEARN model. Though my time on 600A has only just begun I have learned so much. Like many second year students, this is my first experience in the hospital. It has proven to be much different than my previous clinical experiences. My time with my first client stands out in my mind as a key learning experience.

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

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,

“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.

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 did really well considering the levels I received for my practice essay. Doing the practice essay was very helpful. I truly enjoy writing even though the writing process often takes long for me and I struggle to get started. I always make sure that I do a thorough planning before I get started as that helps me get my thoughts together and makes writing easier. I think I need to work on my spacing and punctuation as well as keeping the quality of my written work consistent throughout. I struggled to join some of my sentences together in a way that they complemented each other and I need to work on that. I did well overall and I am going to use the feedback I got in future to make my writing even better. The essay actually got me thinking

University faculty were asked the following question in regards to reflective practice, “What opportunities for reflective practice do you provide your students in your methods course?” All three faculty members’ responses focused on assignments, such as the describe-analyze-reflect paper as well as in-class discussions. Dr. Ashcroft and Dr. Louise had very similar response that focused specifically on the class assignments. Dr. Ashcroft stated, “students do a philosophy of teaching at the beginning of the semester and then review it at the end of the semester…scripted, textbook journal writing activities…where students go in the field and observe the teacher and then respond. Dr. Louise had a similar elaboration, “when I do observations they

This assignment will critically reflect on experiential learning episodes with further assistance from two critical friends, one who is a 20 year old male based in the outdoor sector and another from outside the outdoor sector who is 29years old also male but based outside the outdoor sector as his occupation is a university lecturer and corporal in the British army. it must be recognised that there may be a possibility that critical friends may be biased.

The GTCNI have argued that, “Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared” (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, “Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation” (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well as