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Advantages and disadvantages of reflective practice
Strengths and weaknesses of reflective practice
Strengths and weaknesses of reflective practice
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Reflective practice is thinking or studying about your own experiences, reflecting on what you do. It is process of critically analysing the situations or events and actions in the workplace. Reflective practice has a great impact on the way and quality of care being provided. There are many models available to use to enhance and support reflective practice in care setting. Gibbs’ reflective cycle has described six steps that are involved in reflective process.
It allows us to receive corrections, feedback, and affirmation appropriately and to develop and exercise our abilities unencumbered by arrogance or self-deprecation.” (Entwistle, 2015). According to Entwistle, the
5.2 Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice. In education and training, theories and models of reflection and evaluation play a crucial role in enhancing professional practice and improving outcomes for learners. Critical reflection is necessary in order to be aware of your behaviour and so effect change (Osterman and Kottkamp, 2004). As noted by the The Education and Training Foundation (ETF), reflective and enquiring practitioners should think critically about their own educational assumptions, values and practice in the context of a change in contemporary and educational world (ETF, 2014, P.1). Reflecting on your practice supports your improvement.
According to Hogston and Simpson (2002, p398) reflection is "a process of reviewing an experience of practice in order to better describe, analyse and evaluate, and so inform learning about practice". Wolverson (2000, p24) includes this is an important process for all nurses wishing to improve their practice. I hope that by using reflection I will be able to identify my strengths and weaknesses. This will enable me to focus on particular learning goals and benefit more from my placements. Driscoll (2000, p17) states that reflective learning will help you become more self-aware in your clinical practice.
Professional Development: Reflective practice helps one become a better professional. Teachers stay updated on pedagogical advances and best practices by regularly examining their work and looking for new solutions. For example, after attending a workshop on cutting-edge technology in scientific education, a physics teacher can consider how to include these tools in their lesson plans. This constant reflection encourages and keeps the teacher ahead of developments in the field of education. Better Classroom Management: The dynamics of the classroom can be enhanced via reflective practice.
In this booklet we want to challenge you to think about reflective practice and how you might use reflective practice in your workplace to improve the way you practice, your working relationships and ultimately achieve better outcomes for you and the young children you work with. We all reflect but in different ways and about different things. Often the reflection provides the “story of the day” that we may muse overby ourselves or tell a sympathetic ear, but ultimately the “story of the day” we want others
If you're deficient in areas critical to basic functioning, then you've probably thought a lot about who or what is to blame for your failings. Why can't I stop procrastinating? Why can't I stop eating? Why can't I stop being so lazy? From the perspective of self mastery, you'll only ever find it useful to blame four things for your shortcomings: thoughts, emotions, behaviors, and willpower.
With reflection it is important that the individual is honest, which needs to be reflected in written record keeping, this enables others to easily understand what has occurred (Williams et al, 2012). Reflective practice is mainly used to assist nurses and healthcare professionals to gain an
The Latin root of the word ‘Reflection’ refers to the ‘moving back’ or getting or bending back” to something. This bending back is of significant importance in any profession, any task and any practice as suggested by Horwood (1989). Put in very simple words, every time we do something and later stop to think or ponder over what we did, how we did and why we did, consequently also thinking on what were the effects of such doing and if or how it could have been done better, then we are actually engaging ourselves in the process of reflection. Making this a part of our profession so as to bring constant improvement in the quality of our own performance is what we can say is bringing reflection to our practice; hence the term ‘Reflective Practice’ is used.
Introduction: Reflection is a part of daily process of learning and thinking. As stated by Jasper, (2003), the reflection is “…the way that we learn from an experience in order to understand and develop practice”. It is useful in dealing with challenges and can be used as a tool for personal and professional development. Moreover, a convoluted process of writing experiences and learning from any event and understanding of its usefulness in future is, defined as Reflective writing. The theoretical model which is often used as a framework for reflective writing was created by Professor Graham Gibbs (1988) and is known as Gibb’s reflective cycle.
Seeking their perspectives allows me to gain a broader understanding of my strengths and areas for improvement. Their feedback can shed light on aspects of my practice that I may not have recognized or considered. It helps me to gauge how effectively I collaborate with others, communicate, and contribute to the interdisciplinary team. Incorporating feedback from colleagues enables me to refine my skills and enhance my effectiveness as a healthcare assistant.
CULTIVATING REFLECTION-IN-ACTION & REFLECTION-ON-ACTION Reflection is loosely defined as the way we learn from an experience in order to understand and develop practice. Reflection is a means of processing thoughts and feelings about an incident, and gives us a chance to come to terms with our thoughts and feelings about it. For example, if something did not go the way you wanted it, we would tend to reflect on it by asking ourselves questions such as why did it go wrong and how did it go wrong. John Dewey’s theory of Reflective Practice John Dewey (1933) was among the first to identify reflection as a specialised form of thinking.
But put simply reflection is merely a process to; help us understand the links between what we do (what we can call our practice) and how we might improve our effectiveness (by developing our practice) (Ghaye, Tony 2010) Reflection was first introduced to me through the Microteaching facility. Here the reflection is based on three ten minute lectures, and incorporates personal, peer and expert
“…the way that we learn from an experience in order to Understand and develop practice” (Jasper 2003) Reflection is a way of going through thoughts and feelings about an incident, or a challenging day and gives us a chance
Professional reflection As I began my field experience journey, I learned many roles and responsibilities as elementary teacher. My duration in the field was nine weeks. I began training at E. R. Dickson. I developed a great working relationship with the staff and parents in the community. I always knew teaching is my passion.
