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Methods Of Reflective Practice

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Reflective practice are methods and techniques that help individuals and groups reflect on their experiences and actions in order to engage in a process of continuous learning. By trying out methods of reflection and personal inquiry we can nurture greater self-awareness, imagination and creativity, as well as systemic, non-linear modes of thinking and analysis. Reflective Practice is a very adaptable process. It is a set of ideas that can be used alongside many other concepts for training, learning, personal development, and self-improvement. We can use Reflective Practice for our own development and/or to help others to develop. Especially in students, to develop their higher order thinking skills. Donald Schon’s book (1983) The Reflective …show more content…

Since the 1970s, there has been a growing literature and focus around experiential learning and the development and application of reflective practice. According to Argyris and Schon (1978) Reflection-in-action can be described as the ability of a practitioner to "think on his or her feet", otherwise known as "felt-knowing". Within any given moment, when faced with a professional issue, a practitioner usually connects with their feelings, emotions and prior experiences to attend to the situation directly. On the other hand, Reflection-on-action, is the idea that after the experience a practitioner analyses their reaction to the situation and explores the reasons around, and the consequences of, their actions. This is usually conducted through a documented reflection of the situation. However, this notion goes beyond just looking back on experiences and exploring the reasoning behind actions. Rather, it brings into action Schon's notions of "responding to problematic situations, problem framing, problem solving, and the priority of practical knowledge over abstract theory" according to Shapiro, Harvey …show more content…

Reviewing practice through these lenses makes us more aware of the power dynamics that infuse all practice settings. It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run. Brookfield argued that these four lenses will reflect back to us starkly different pictures of who we are and what we do. a) Lens 1 - Our autobiography as a learner. Our autobiography is an important source of insight into practice. As we talk to each other about critical events in our practice, we start to realize that individual crises are usually collectively experienced dilemmas. Analyzing our autobiographies allows us to draw insight and meanings for practice on a deep visceral emotional level, b) Lens 2 - Our learners' eyes. Seeing ourselves through learners' eyes, we may discover that learners are interpreting our actions in the way that we mean them. But often we are surprised by the diversity of meanings people read into our words and actions. A cardinal principle of seeing ourselves

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It includes describing the incident, your thoughts and feelings at that time, evaluation about the incident, analysis of the situation, what else could you have done, and the action plan that if happen again, what will you do? Reflective practice enables healthcare professionals not to be stagnating and do strategic planning. It is part of their continuous professional development and an assurance of high standards of care quality provided. Reflective practice bridges gap between theory and practice (Brightside,

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Pedagogical Philosophy Statement Dr. Divya Desai As an occupational therapy practitioner, I have embraced the practice of regular reflection. Some examples include- reflection of my effectiveness in communicating with my clients, their caregivers and other stakeholders alike, reflection of my ability to use evidence-based interventions, and reflection of my ability to deliver superior experience to my clients. I bring the same philosophy to my role as an instructor. Working as an instructor in an OTA program, I routinely reflected how my students engaged in the class.

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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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Reflective Practice in the Early Years Tools for Practitioners 1. Introduction “We do not learn from experience... we learn from reflecting on experience.” -John Dewey- You have probably heard the term “reflective practice”, but do you really know what this means?

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One of the most prevalent ethical issue associated with reflective practice is that of confidentiality, although no names are revealed when reflection takes place, it can be questioned as to whether the interactions we have with patients should be used to help further our professional development (Hargreaves J. 1997). Reflection and reflective practice also have professional implications as it increases the student’s vulnerability as they are recounting events which could have caused them distress in the past as reflection itself is a process which requires the individual to reveal the minute details of how an event made them feel, therefore it is vital that people who are undergoing this process have the support that they require (Cleary M. et. al. 2013). Knight K. et. al (2010) argue that not only do students need this supervision, reflective practice groups should be favoured as they give the students more support, not only from their supervisor but also their peers who could be going through the same

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What is reflection? Reflection is described as the process individuals use for self-development in their future career. The process of reflection has been used for many years in professional health fields such as midwifery and nursing (Lillyman. S & Merrix. P, 2012). Florence nightingale pioneered the practice known as reflection-on-practice, this is a tool that is needed in developing improvement and knowledge to enable an individual to grow in their nursing profession.

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People’s working memory slowly declines over time and can greatly be seen when the memory involves speed processing, episodic, long-term memory. But by exercising out brains we can keep our memory, at least some parts from declining as rapidly or till later in life. Alzheimer’s Disease begins be looking like someone is just get old and are forgetting where things are. I personally sometime forget where I park my car on campus some days especially, if I don’t park in my usual spot it takes me a few second to have to think of where I parked that day. The people with Alzheimer’s starts forgetting words and remembering the new things, like names.

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Although reflection is an imperative foundation of nursing practice, it is only effective in promoting future clinical practice when the practitioner continually identifies their weaknesses and strengths to support their personal growth. They will also be required to develop this process during their practice to improve outcomes for service users (Johns, 2013). In accordance to the NMC revalidation process (2015) school nurses are required to provide a record of their knowledge and how it promotes their clinical practice. Clinical reflection is identified as a recognised educational tool for this process (Queens Nursing Institute, 2015). This evidence highlights the importance of the the student school nurse’s role in reflecting on this critical

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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.

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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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As quoted from Dewey, he considered the root of reflection came from doubt, hesitation or perplexity related to a directly experienced situation. His ideas gave rise to the concept of “reflective practice”. This concept then gained influence with the arrival of Schon’s works (Finlay, L., 2008). Donald Alan Schon’s theory: A new activity usually starts off with application of knowledge, after which it becomes a familiar routine (knowing in action - constancy of our usual patterns).

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We can learn from our different experiences such as at home, work form in and out of school and other forms of works. Reflective observation is the second stage , where the

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Description Reflection is a necessary component in learning to regulate opinion, feelings, and actions. Reflection links experience and knowledge by providing an opportunity to explore areas of concern in a critical way and to make adjustments based on these reflections (Knowles Z., Tyler G., 2006). I will be using the Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods (Davies S., 2012).

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Schön (1991) presented the concept of 'reflection in action' and 'reflection on action'. “Reflection in action is the process whereby the practitioner recognises a new situation or problem and thinks about it while still acting.” (Burns and Bulman, 2000) First I will discuss reflection in action.

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Introduction In this reflective essay I will reflect upon the course based on the assignments and projects I have accomplished this semester. Recent research (Kornblith, 2012:3) identifies that reflection is an active process and making sense of the experience through the understanding of one’s actions. As suggested by (Roberts, 2011:63) she states that the understanding of reflection have been used to develop an action stage, which can further help to improve my skills and knowledge towards my course. This is vital as it ensures that i get the most out of my learning experience and i could use them to their maximum benefit.

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