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Reflection in nursing
Conclusion on reflection in nursing
Importance of reflection in the nursing profession
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INTRODUCTION This paper aims to highlight an incident in theatre where environmental pressure has the tendency to lead to human error thereby compromising the patient’s safety. To reflect and critically analyse the situation, human factors, theories, guidelines and national policies that govern a theatre environment so as to improve the practice, raise awareness and prevent adverse event thereby improving patient safety in theatres. Nurses are constantly being encouraged to be reflective practitioners (Sommerville and Keeling, 2004). Reflective practice can be defined as the process of making sense of events, situations and actions that occur in the workplace (Oelofsen, 2012; Boros, 2009) It helps the practitioner in thinking and examining his actions and behaviour thereby, aids in his learning and improvement. Reflective practice is important for nurses. The NMC Code (2002) states that nurses are responsible for providing care to the best of their ability to patients and their families. As nurses, according to Sommerville and Keeling (2004), they need to focus on their knowledge, skills and behaviour to ensure that they are able to meet the demands made on them by this commitment. Identifying strengths enable nurses to learn, develop and grow professionally. A suggestion made by Schon (1991) states that there are two fundamental forms of reflection: reflection-on-action and reflection-in-action. He further defined Reflection-in-action as a means of examining one’s own behaviour and that of others while in a situation (Schon, 1995, 1987). However, Grant and Greene (2001) and Revans (1998), defined reflection-on-action as focusing on identifying negative aspects of personal behaviour with a view to improving professional comp... ... middle of paper ... ...ry. Furthermore, the circulating person should have kept the bowl liner inside the theatre until the operation’s completed, and the final count was undertaken and everything that was accounted for at the beginning of the case were out. The local trust policy (c) (2012) states that at no time should laundry, orange-bagged clinical waste, and non- clinical waste containers including suction liners leave the theatre. In line with the infection control standard precautions, the fluid that was taken in the sluice should have been sucked via suction tubing to the suction liner. The NICE (2012) guideline states that health- care-associated infections are caused by wide range of microorganisms. These are often carried by the patients themselves, and have taken advantage of a route into the body provided by an invasive device or procedure.
To introduce the concepts of reflection and reflective practice it is crucial to clarify exactly what reflection infers. ‘Reflection is a process of going back over something after it has already occurred’ (Daly, Speedy and Jackson, 2014, p.120). Having analysed this definition, I have come to the understanding that reflection comes down to critically analysing a past action or experience with the purpose of self-improvement and an increase in competence.
There are certain barriers in using reflective practice such as lack of proper resources to improve their learning experience. Some nurses are not aware of how to undertake reflective practice due to their lack of knowledge and also may be worried about documenting experiences and emotions. Furthermore, time is one of the main barrier for reflective practice, learning through reflective practice can be time consuming, and if a nurse is reluctant or shows lack of motivation to spend time in improving their skills or knowledge through reflection or reflective practices, it will not benefit in making any changes in their profession and also in their patient care. According to Forneris et al, (2009) lack of time can cause beginner nurses to become
Freshwater, D., & Johns, C., (2005). Transforming nursing through reflective practice. ( 2nd ed.). (pp.101).Oxford: Blackwell.
Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2010). Reflective practice has been identified as one of the key ways in which we can learn from our experiences.
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
Reflective thinking is hypothesis testing, and real-time experimentation done in situations where “wicked problems” occurs that facilitates deeper knowledge and understanding (Rolfe, 2014). For Rolfe (2014), knowledge is a verb, not a noun, and he Rolfe (2001) claims that reflection- in-action is more advanced form of thinking and leads to more advanced practice. He further describes that is it is a process of what the nurse is always testing theories and hypothesis in a cyclical process while simultaneously engaged in practice (Rolfe, 1993). It means examining behaviour and that of others while in a situation (Schon, 1995; Schon, 1987). “To be able to reflect one must step outside the experience in order to make the observance comprehendible” Gray (1998).
Schön (1987) in his work identifies two types of reflection, these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be able to apply known theories or techniques previously learnt through formal education.
Reflective practice is crucial for nurses in continuous development and re- assessment of skills (Bulman & Schutz, 2013). As new innovations are made in healthcare systems more frequently and new tools, technologies and procedures are introduced, ongoing education and training for health care professionals is seen as a crucial strategy. One of the best methods for nurses to improve their knowledge and skills is through Continuous Professional Development (CPD). Reflective practice is an integral component in continuous professional development (Moon, 2013). Reflection when combined into a CPD is seen as an effective way to enhance and maintain reflective practice in clinical settings. CPD is a method of ongoing learning and upgrading of health care professional from preliminary qualifying education. Continuous Professional Development is a significant mechanism, because it ensures that all members of the nursing professions are able to deliver high quality nursing and services and keep pace with health care developments that affect their practice. CPD is very important in nursing because safety of the patients lays on the up to date knowledge and skills of each
Middleton, J. (2004). A Practical To Promote Reflective Practice Within Nursing .Retrieved March 31, 2004 from www.nursingtimes.net.
Nursing is a career where one cannot learn merely by experiencing, but must reflect on experiences to truly learn. This can be achieved through a process known as reflective practice and reflecting on one’s own personal attributes and how these will assist in a career of nursing. It is also essential to design a career goal and plan and to identify the qualities required of a registered nurse. These reflective processes will aid in learning to become a registered nurse. Reflective practice is an essential reflective process for nursing.
Bulman.C. & Schultz.S. (2014).Reflective practice in nursing. Black Well Publishing Asia Pty Ltd, 550 Swanston Street Carlton, Victoria 3035, Australia.
Reflection and reflective practice are terms widely used by many professional groups this assignment will focus on the education sector, specifically primary education. Reflective practice was originally defined by Dewey (1933:9) as: “An active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that supports it and the further conclusion to which it tends”. Although dated, Dewey is considered a seminal author and referenced broadly when examining reflective practice (Ghaye and Lillyman, 2006., Tripp, 2012., Schön, 2014., and Carroll and McCulloch, 2014). Many others have subsequently provided their own definitions including Kolb (1984), Boud (1985), Schon (1987), and Gibbs (1988). In
An example in which reflective practice should have been applied in Michelle’s journey of treatment, was the way in which staff in the radiation therapy department at Peter Mac had treated her on her first day. All staff were focused on how to hoist her breast for the scans, however they did not consider asking the patient about her comfort, or informing her adequately on what they were discussing. Through my own personal reflective practice of listening to Michelle’s journey, by applying reflection on action the staff could have communicated more with Michelle and ensure she was comfortable and adequately informed about all procedures taking place. It is important to note that in this circumstance without reflecting upon individuals actions patients could feel discomfort and uneasy in practice and therefore reflective practice is an essential part in medical
In her article, Becoming a Self Mentor, Bloom states, “The capacity to reflect and engage in candid introspection is at the core of achieving self-awareness. Reflective practitioners think creatively, imaginatively, and at times self-critically about what they are doing. Individuals who use a variety of reflective practices have a better understanding of themselves” (pg. 55). If we value continuous programmatic improvements then practitioners must know themselves to effectively change and improve themselves. Teachers and directors cannot adjust or improve their attitudes or behaviors if they are unable to honestly acknowledge and own their actions. Reflection can help to close the gap between “espoused theories and theories in action” (Bloom, 2007). The best written handbooks and program manuals are meaningless if teachers and directors do not implement the philosophy and vision of the program as written.
Reflection is very much his basis for learning, although the concept of reflection was originally work from Schon (1983) Jarvis extended his idea, Schon’s work was very much credited and in the mid-eighties his work on reflection was put on the agenda of professional practice in the nursing profession. Likewise reflection is an important process when attempting to integrate theory and practice. Severinsson’s (1998) directed a study in which it showed how the reflective approach focuses on ways which knowledge can be used in practice and how it enables nurses to develop their own personal knowledge, his study indicated that personal growth enhanced a person’s skill and ability to reflect. Using reflection offers people an opportunity to review their decisions and to help learn from past experiences, which will positively influence future learning and practice. Some individuals may find reflection tough due to the self-awareness that is needed to be able to critically reflect in an analytical way (Steverinsson’s, 1998). The reason for this is that people have to be socialized to see themselves as passive recipients of knowledge instead of recipients of critical constructors. Being self-aware enables individuals to identify their own strengths and identify any areas for development,