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Strengths And Weaknesses Of Argument

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Reflective Assignment

The purpose of this reflective essay is to demonstrate an understanding of the differences between argument and assertion. The essay demonstrates the ability to be able to comment on the strengths of argument. Similarly, the essay demonstrates a recognition of strengths and weaknesses of my own ability and how recognising strengths and weaknesses allows an individual to develop their lifelong learning ability. The importance of developing lifelong learning is discussed in this assignment. The final purpose of the essay is to demonstrate an understanding of reflection and how reflective practice can support an individual’s own personal and professional learning development.

Nicol (2016) stated that “reflection is a method of using experiential knowledge to enable professional and personal development while reinforcing continuous learning”. Reflection can allow an individual to understand a topic so that they can improve how they perform in their job leading to an improved health care experience. Tsingas-Lucas, Bosnic, Schneider and Smith (2016) highlighted the importance of reflective practise. The authors stated that it is important for medical professionals. Consequently, being able to reflect on work will allow an individual medical profession to successfully apply theoretical knowledge into a practise.

There are numerous reflective models available for healthcare professionals to support the development of their lifelong learning. Two
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The professional values that I have chosen to reflect on is consent. Using Driscoll (2007) model of reflection which is components circle involves three events: what? So what? Now what? A reflection account will focus on my experience of working in the surgical ward.

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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

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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.

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The Process of Reflection The process of reflection is central to clinical supervision. Launer (2003) describes external and internal factors in supervision whereby clinical practice and sharing skills are external and reflection is an ‘internal conversation.’ Brunero & Stein-Parbury (2008) discussed the effects of clinical supervision in nursing staff and argued that self-reflection generates a sense of self-awareness and knowledge to the individual. Supervisees or students may be asked what happened during a clinical event, how they felt, the implications of their actions and what they would do differently if faced with the same situation.

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Nightingale wrote “the very elements of nursing are all but unknown” through this statement she implied that nurses word be learning for the rest of their career (journals.lww, 2017). Reflection is when an activity or incident requires thought about the action, and is used to determine what points are positive and negative, and how it could be improved or changed if done again in the future. The reflection process begins with thinking about an incident and how the situation can be utilised in future situations. The process consists of being open, this would involve an individual looking at things from a different perspective. In addition, the process would involve being inquisitive, desiring knowledge.

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It enables the student to reflect and consider his/her intentions and actions prior to the incident and prompts the health professional to critically assess the incident and identify the key learning outcomes through a series of questions (Johns, 2013). These two models can be interlinked to enable the student to explore his/her thoughts are feelings without making assumptions whilst creating learning opportunities to change future nursing practice. Due to having two different models of reflection, where Johns (2000) reflective model does not permit the practitioner to delve into their thoughts and feelings, Driscoll (2000) model of reflection enables them to do so to achieve different learning outcomes (Jasper, 2013).

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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.

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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.

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