The purpose of this essay is to critically examine an incident from recent practice using a model of reflection. This will enable me to analyse and make sense of the incident and draw conclusions concerning personal learning outcomes. The meaning of critical analysis and critical incidents will briefly be discussed followed by the process of reflection. The incident will then be described and analysed and then I will discuss issues raised in light of the recent literature relating to the incident. I will conclude with explaining what I have learned from the experience and how it will change my future actions. In keeping within current legislation on the protection and respect of an individuals’ right of anonymity, (Clamp, Gough and Land 2004; Polit and Beck 2007), and to confidentiality, (Burns and Grove 2003; Munhall 2007), any and all possible identifiable characteristics of the client have either been altered or omitted entirely where the potential for identification of the client was seen as possible or probable. Critical analysis involves assessing the differences, beliefs, benefits and disadvantages of a situation. (Polit and Hungler 1999). Bulman (Bulman 2008) express that it is an important skill in professional practice and academic work. Engaging in critical analysis is a positive and constructive process as it identifies any strengths and weaknesses. (Girot 2001) Bulman (Bulman 2008) described critical incidents, as incidents that have had an emotional impact on individuals whereby the incident may be a positive or negative one. They are a means of examining significant incidents or situations in the practice area and they encourage individuals to look back and learn from the particular i... ... middle of paper ... ...ctice. Medical Education, 38, 368 – 377. Borton, T. (1970) Reach, Touch and Teach. London: Hutchinson Gibbs, G. (1988) Learning by Doing. Oxford Polytechnic, Oxford Goodman, J. (1984) Reflection and teacher education: a case study and theoretical analysis. Interchanges, 15, 9 – 26 Jasper, M. (2003) Beginning Reflective Practice. Nelson Thornes, Cheltenham. Johns, C. (2000) Becoming a Reflective Practitioner. Blackwell Science, Oxford. Palmer, A., Burns, S. and Bulman, C. (1994) Reflective Practice in Nursing. Blackwell, Oxford. Pee B, Woodman T, Fry H, and Davenport E. (2000) Practice-based learning: views on the development of a reflective learning tool. Medical Education, 34, 754 – 761. Pee B, Woodman T, Fry H and Davenport E. (2002) Appraising and assessing reflection in students’ writing on a structured worksheet. Medical Education, 36, 575 – 585
Reflection has its importance in clinical practice; we always seek to be successful and that can be achieved by learning every day of our life through experiences we encounter. In that way we can reconsider and rethink our previous knowledge and add new learning to our knowledge base so as to inform our practice. Learning new skills does not stop upon qualifying; this should become second nature to thinking professionals as they continue their professional development throughout their careers (Jasper, 2006). According to Rolfe et al. (2001), reflection does not merely add to our knowledge, it also challenges the concepts and theories by which we try to make sense of that knowledge. Acquiring knowledge through reflection is modern way of learning from practice that can be traced back at least to the 1930s and the work of John Dewey, an American philosopher and educator who was the instigator of what might be called ''discovery learning'' or learning from experience. He claimed that we learn by doing and that appreciating what results from what we do leads to a process of developing knowledge, the nature and importance of which then we must seek to interpret (Rolfe et al., 2001).
Reflection and analysis of critical incidents is widely regarded as a valuable learning tool for nurses. Practice requires us to explore our actions and feelings and examine evidence-based literature, thus bridging the gap between theory and practice (Bailey 1995). It also affords us the opportunity to change our way of thinking or practicing, for when we reflect on an incident we can learn valuable lessons from what did and did not work. In this way, we develop self-awareness and skills in critical thinking and problem solving (Rich & Parker 2001). Critical incidents? ?
This essay will explore the authors meaning of reflection, how various reflective styles can benefit the practitioners within their settings, and how important reflection is within Early Years Practice. According to Appleby (2010, p.10), reflection is a generic term which describes various behaviours involving feelings, and thinking about thoughts and experiences, in order to examine issues and develop, new understandings and insights. Reflection within practice allows the practitioner to develop a sense of awareness around their daily activities, and helps them to evaluate how they could evolve these activities further, if the given opportunity was to arise again. Similarly, keeping a reflective journal
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.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
My reflection report will be on how to teach clinical skills, which could be done either through the simulation training “workshops” or in hospital settings. Any reflection report is basically an evaluation of a person’s records of certain findings about certain topic or experience I have chosen this topic because I just feel that teaching clinical skills is one of the most important strategies which have been used in medical schools, it enhances students to build confidence which helps them in their future career. My discussion will be based on Gibb’s Reflective Cycle (1988). It is a very useful tool, it allows us to think through all the phases of a certain experience in a logic order, in addition it encourages us to think systematically about these phases.
Reflection is a significant component of pre-registration education (Davis et al.2000). Hillard (2006) claims that for practitioners to learn from an experience they need to go beyond description and should reflect on their experiences in practice as this could potentially uncover any underlying influences, motivations and knowledge. Reflecting on an experience could then be identified as a process to bridging the gap between theory and practice (Bulman & Schutz, 2004).
...imensions of reflection: A conceptual and contextual analysis. International Journal of Progressive Education, 1(3), 58-77.
Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom? Does the new knowledge created foster change? This Myths and Realities investigates the extent to which critical reflection can be taught to adult learners.
The case study focused on a nursing student named Jane, who described how she “absorbed her patient’s emotional trauma like a sponge” (Rees, 2012, pg. 321). Through reflective practice, Jane claimed she was able to “deal with the emotional challenges such as fear she frequently felt in practice” (Rees, 2012, pg. 321). Dr Rees findings established how reflection can help nurses manage their emotions, in order to help the individual gain strength to overcome emotions brought about by the practice of nursing. Clearly reflective practice assists a nurse in being a success throughout their
Reflection encourages the student to acknowledge and act upon their strengths and weaknesses in their ability to make clinical decisions (3). As the student reflects it allows them to focus their attention on areas where they have both succeeded and struggled in the clinical setting and apply direct relation to how much knowledge they have gained from the experience (3). Furthermore, whilst it also also allows the student the ability to pose questions, seek clarification of specific events, find meaning and discuss matters of concern and interest with their preceptors in their reflective writing (3). Nonetheless, it is not until the student has achieved the additional knowledge that they will fully understand the limitation of their own practice (3).
Taylor B (2004). Reflective practice: A guide for nurses and midwifes. Maidenhead: Open University Press
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
A reflection log is, in essence, a personalised learning resource. This reflection log will showcase the thinking and learning skills I have developed from module (IS6136 - Professional Practice Skills), which is underpinned by a peer learning system. As part of this peer system, I was encouraged to discuss and share my thoughts, as well as to develop my reflection log in a collaborative way. The reflection log helped me to extend and further my understanding of the material presented. Section 2.0 of this log will discuss five major takeaways from this module, in light of the learning expectation set by the lecturer. Section 3.0 will conclude the reflection log.
Teachers face a lot of daily choice problems, such as, how classrooms and curriculums should be organized, how students' behaviors should be interpreted, how learning time can be protected, and others. Sometimes these problems seem to be so ordinary that, the teacher needs to solve the problem automatically. But in the teaching process there are also complicated choices about difficult problems that, if left unaddressed, often increase. These difficult choices call for teachers to engage in sophisticated reflection (including self-reflection). Expert teachers tend to adjust their thinking to accommodate the level of reflection a problem situation calls for.