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Summarise theoretical perspectives on reflection in relation to professional development
Importance of reflective practice
Reflective practice for health care professionals
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I come to class with excited feeling and joy to learn and work with children and staff in this class. I dress appropriated clothes and comfort to work with children all day long. I avoid absences and spend as much as possible time in class to learn and be with children. I get used to the classroom routine schedule and ask with my colleague and teachers activities and events that occur between children that I don’t understand. I remain positive attitude in the classroom all the time.
Driscoll (2000) model) consists of three stages (What, So what & Now what) completing one cycle help me to improve my caring practice continuously and learning from those experience for better practice in the future. The cycle starts with a description of the situation (“What”), which include analysis of the incident. “So what” evaluate the experience, including the analysis to make sense of the experience, and the final stage “Now what” is a conclusion of what else could I have done better and an action plan to prepare for, if the similar situation arose again. Baird and winter (2005) gave some reasons why reflection is required in the reflective practice. They highlighted that a reflection could generate the practical knowledge, help to adapt
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
This reflection is sought about through the use of reflective cycles, for example Gibbs (1988). Reflection enables the student to develop his or her own theories behind why an event occurred, this is also achieved by linking theory to practice in order to gain a deeper understanding (Levett C. 2010, Stonehouse D. 2011). For this practice placement portfolio the reflective cycle that I have chosen is The Reflective Cycle by Gibbs (See appendix one) (Gibbs 1988). Although it wasn’t made predominantly for reflection through nursing scenarios, as it was developed for educational purposes, it does give the student a cycle which can be used easily to analyse their event in a linear fashion. Although Gibbs reflective cycle is one which is mainly focused on the event itself, rather than the knowledge that can be sought from delving further into the reasoning behind an event, it does create a cycle which allows the individual to focus on their actions and the reasoning behind what they did.
4.1 - Explain the benefits of reflective practice Reflective practice can be a very useful skill to use in the workplace. The main benefit of reflective practice is that it increases self-awareness and your understanding of others. It is also important in career development as it allows you to reflect on your own skills and learning. It allows you to re-flect with your own thoughts and feelings as compared to someone else’s and encourages critical thinking and decision making for further improvements. By regularly reflecting on your perfor-mance, you are regularly required to make decisions, and by using reflective practice, you will be able to make those decisions in a more thoughtful and objective way.
Having the ability to self-reflect is key to personal development, it allows me to learn from errors that I have made in the past, and hopefully not make the same errors again. Done well and effectively, reflection can be an enormously powerful tool to examine and transform practice. (Finlay, 2008, 10). Once you master the ability of self-reflection, you will have the power to make life changing decisions about your behaviour. Reflection is something that we do implicitly as part of being human, underpinning our identities through a process of negotiation between our sense of self and our experiences of others (Demetriou, 2000, 210).
It also was cited by him as Newell (1992) pointed out that reflection is a cornerstone of the nursing profession. Like many other health care professionals nurses engage in lifelong learning. Reflection helps nurses to be autonomous, qualified, and self directed professionals to move forward with a vision. I strongly believe that engaging in reflective practice is associated with development of situational learning, patient centred care, and the transformation of care to a new level. Literatures declared that by engaging in reflective practice nurses can improve the quality of care (Greenwood 1993), stimulate personal growth (Smyth 1992) enhance professional growth (van Manen 1977), close the gap between theory and practice (Conway 1994) and gain insight and improve practice in the future (Schon 1987).
In early 1970s nursing started to move away from routines and rituals towards research-based practice (James and Clarke 1994). Reflection is a broad and complex process (Kenzi-Sampson 2005) therefore there is not a set single definition (Jarvis 1992). According to Reid (1993, p.305) reflection can be defined as a “process of reviewing an experience of practice to describe, analyze, evaluate and so inform learning about practice”. The question is why do we need reflective practice. This essay will try to
Unit 02 Principles of Personal Development in Adult Social Care Settings. 1.1 Explain what reflective practice is Reflection is the personal examination of your own thoughts and actions, it is about thinking things over. Reflection is an important human activity in which people recapture their experience, think about it, mull over and evaluate it. When working in an adult care setting this means being conscious about how you interact with colleagues, your clients and the environment. It means thinking about how you could have done something differently, what you did well, what you could have done better, how could you improve what you did.
The purpose of reflection as stated by John's (1995) is to promote desired practice through the practitioner understands and learning about his or her lived experiences. It is important for practitioner to be a reflective
To become a reflective social work student, I need to be able to undergo self-reflection. This is a process of conducting self-assessment and observation. Gibbs’ Reflective Cycle influence user like myself to self-reflect and more importantly it encourages users to develop an action plan. This enables me to look at my practice and evaluate on the areas I did good and bad. In turn, by taking these experiences into learning I can use them to improve on for the future.
Reflection is like looking in a mirror and describing what you see. It’s about thinking back to an experience and questioning what I did, and emotions that I felt during the experience, and then reflecting on a better and more sufficient way of doing it in the future (UNISON, 2016). Gibbs Reflective Cycle is the model that I have chosen to use while reflecting back on the module “Learning from service users and carers”, Gibbs believes that this module is useful for helping people learn from what that they experienced. He calls this “Learning by Doing” (Mind Tools, 2016). When finding out that a module I would cover on the social work degree was learning from service users and carers, my initial thought was care homes and carers within them.
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
