More handpicked essays just for you.
Pros and cons of reflective practice
Reflective practice models compare and contrast
Reflective practice models compare and contrast
Don’t take our word for it - see why 10 million students trust us with their essay needs.
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
concerned and therefore it may lead to a limitation in their critical thinking skills. Different settings, people, culture and historical background can alter the way a nurse responds to the practice as a result preceptors would need to consider each and every beginner nurses as an individual and teach in different ways in order to accomplish the best result. It is significant that novice nurses need to identify these barriers within the workplace with support of others that will assist to learn how to overcome them so that they can learn to the best of their ability (Jordan, 2010).
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
Nurses are able to reflect upon their past experiences of work and build and improve this ensuring their level of competence and skills is in line with NMC guidelines. Improving the quality of care provided to patients is an ongoing process and requires practitioners to contently reflect and improve their practice. (Howatson-Jones, 2013) One way in which reflection can improve the quality of care is through the use of professional supervision, as stated by (Daly, Speedy and Jackson, 2014) a focus for supervision should be enhancing a nurse’s skills and ability to reflect on practice. It should reflect on the standard of care provided and highlight areas for improvement such as further training. This, in turn, leads to a greater self-awareness of practitioners’ own abilities. The process is not about finding faults, but to improve and learn to ensure the quality of care is high and professional for all patients. Being self-aware is a skill important to reflection and the provision of quality of
Burns, S. Bulman, C. Palmer, A. (1997) Reflective Practice in Nursing - The growth of the professional practitioner. London: Blackwell Science.
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).
Middleton, J. (2004). A Practical To Promote Reflective Practice Within Nursing .Retrieved March 31, 2004 from www.nursingtimes.net.
In order to engage in meaningful communication and develop effective communication skills, nurses must engage in the process of reflecting on how communication skills are utilised in practise. Reflection allows the nurse opportunity to gain a deeper insight into personal strengths and weaknesses and to address any areas of concern in order to improve future practise (Taylor 2001). A further aim will be to reflect on how communication skills have been utilised within nursing practise. Various models of reflection will be examined, and a reflective account of a personal experience which occurred during placement will be provided using a model. This reflective account will involve a description the incident, an analysis of thoughts and feelings and an evaluation of what has occurred. Fin...
To approach this essay reflectively, it is necessary to choose an appropriate model for reflection. Various reflective models are proposed in literature such as John’s Model for Structured Reflection which utilizes reflection based on student and supervisor collaboration. Another is Rolf’s Framework for reflective practice which allows the student to reflect independently. (Johns, 1995; Gibbs, 1998). While these two model’s are recognised and accepted throughout the health care industry, the most widely represented reflective model is that provided by Dr. Graham Gibbs (Gibbs 1998). Specifically, stage one of Gibb’s Reflective Cycle describes the event, stage two required the student to analyse their feelings surrounding the event, stage three evaluates the pros ...
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.
Definitions of reflection vary depending on the discipline of the author. Having reviewed the literature, Bulman (2008, p.2), a nurse, defines it as “reviewing an experience from practice so that it may be described, analysed, evaluated and used to inform and change future practice”. It is a personal process requiring honesty, openness, self-awareness, courage and a willingness to act on criticism. It acknowledges that feelings and emotions influence actions. Critical reflection involves in depth examination and questioning of personal, social, historical, cultural and political assumptions and perspectives that are embedded in actions. It is an active process enabling one to make sense of events, situations and actions that occur in the workplace (Oelofsen, 2012). It transforms a situation in which there is confusion and doubt to one that is clear and coherent (Dewey, 2010).
Reflective accounts help nurses become more self-aware and develop a deeper understanding of themselves. Through reflective practice, the nurse can develop skills such as critical thinking and a greater understanding of interpersonal relationships (Sommerville, 2004). Reflective practice can increase the quality of care and promote good practice.
Reflective Practice is a continuous action that directly affects anyone who is a practitioner. Jasper (2006, p. 53) stated that the benefits to the profession are the development of the nursing knowledge base and the recognition that nurses are contributing to both patient care and improved practice. Further, Jasper (2006, p. 43) explains that Reflective Practice is the foundation upon which reflection and reflective learning are based.
In this reflective essay, I will be using the Driscoll’s model of reflection to talk about how my knowledge of quality nursing care has improved since the commencement of this module. Quality nursing care has helped me develop various nursing strategies that will guide me in my first placement and throughout my career in nursing. Furthermore, it has taught me about communicating effectively with patients, I have learnt about verbal communication such as paraphrasing when communicating with patients to ensure that what said is properly understood. I have learnt not to make assumptions about patients and putting them in the middle of their care, taking into account their preferences.
According to Paul (1999), reflective practice has become a dominant paradigm in second language teacher education in recent years. Further, Biggs (2003) cited that learning new technique for teacing is like the fish that provides a meal for today which same as reflective practice that acts as the net that provides the meal for the rest of one’s life. To begin with, reflective practice has been a major movement since the eighties in teacher education (Calderhead, 1989; Cruickshank &Applegate, 1981; Gore, 1987; Zeichner, 1987). Even more, research acknowledges a number of potential benefits that arise from reflecting on ones’ teaching both for pre-service and in-service teachers (Bailey, 1997; Cruickshank, 1987; Mckay, 2002; Oterman and Kottamp,
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
Help improved my clinical skills and professional development, made me proactive and thus have learnt that reflection is an important tool for student nurse to improve on their practice.