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Importance of reflective practice in nursing 2015
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Reflective practice has its own impact during the transitional phase of nursing from theory to practice. This document discusses on the significance and effectiveness of reflective practice among Australian new graduate nurses. It begins by identifying the influence and implication of reflective practice on novice nurses, specifying its advantages in current and future context. Subsequently, it highlights on its utilisation as a tool during transitional phase of nursing practice. It relates the benefits reflective practice among new nurses and its impact on their professional, emotional and professional transformation. This essay will then turn to reflect into the practice outcomes and learning issues among new nurses. Nonetheless, it also underlines the obstacles and limitations of reflective practice. It enables the readers to obtain expedient information regarding the use and benefits of reflective practice in nursing context. This essay will argue that reflective practice as a tool enables graduate nurses to develop their professional, personal and emotional abilities. Reflective practice gets an impressive attention in the higher education of nursing and is generally acknowledged as an essential skill for successful graduate proficient practice (Smith & Trede, 2013). A proficient anticipation of reflective practice is frequently observed among novice level of health professionals. It has been mentioned as interrelated aspect for developing professional skills such as experimental learning, continued learning process and capacity to trial current practices (Mann, Gordon, & MacLeod, 2009; Horton-Deutsch & Sherwood, 2008). This has been further supported by a qualitative research conducted among new graduate nurses with a journa... ... middle of paper ... ...of critical reflection to evidence learning in professional practice. Physical Therapy in Sport , 14 (3), :133-8. Rees, K. L. (2013). The role of reflective practices in enabling final year nursing students to respond to the distressing emotional challenges of nursing work. Nurse Education in Practice , 13 (1), 48-52. Robinson, E. T. (1997, March 1). Applying the Theory of Reflective Practice to the Learner and the Teacher: Perspective of a Graduate Student. 12. Smith, M., & Trede, F. (2013). Reflective practice in the transition phase from university student to novice graduate: implications for teaching reflective practice. Higher Education Research & Development , 32 (4), 632-645. Ward , A., & Gracey, J. (2006). Reflective practice in physiotherapy curricula: a survey of UK university based professional practice coordinators. Medical Teacher , 28 (1), 32-9.
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).
“Emotional Intelligences and Reflective Practice are Integral Components of Building a Therapeutic Relationship in Nursing”
Emotional Intelligence and Reflective Practice are Integral Components of Building a Therapeutic Relationship in Nursing.
Emotional intelligence and reflective practice are integral components of building a therapeutic relationship in nursing
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.
Continued Professional Development is now an important part of ongoing registration with the NMC and is essential in maintaining professional standards. In order to revalidate, nurses must write 5 reflective accounts within a 3 year period and each reflective account must explain what the nurse has learnt from the CPD activity and explain how it relates to the Code of Conduct and in particular the 4 themes of Prioritising People, Practicing Effectively, Preserving Safety and Promoting Professionalism and Trust.. Nurses also have to discuss the written reflective accounts with another NMC registered nurse coving the 5 reflective accounts Section 9.2 of the NMC code of conduct asks nurses to “gather and reflect on feedback from a variety of sources, using it to improve your practice and performance” (NMC, 2015) This is why the NMC promotes reflective practice as it ensures the nurse is practicing within their competency and in a safe manner while identifying any areas for improvement in their practice Reflective practice also makes the nurses more accountable for their actions.. (NMC, 2015) Reflective writing is an important feature of professional practice. Nurses have to keep a record of their continued professional development. At annual reviews nurses are able to present evidence of their development through a portfolio which should contain reflective accounts of their practice. These reflective accounts will help them identify strengths and weaknesses, highlight their performance, improve their skills and highlight any area that could be
Around the 1960s, nursing educational leaders wanted to formulate a nursing theory that contained knowledge and basic principles to guide future nurses’ in their practice (Thorne, 2010, p.64). Thus, Jacqueline Fawcett introduced the metaparadigm of nursing. Metaparadigm “identifies the concepts central to the discipline without relating them to the assumptions of a particular world view” (MacIntyre & Mcdonald, 2014). Fawcett’s metaparadigm of nursing included concepts of person, environment, health, and nursing that were interrelated. The metaparadigm ultimately contributed to conceptual framework to guide nurses to perform critical thinking and the nursing process in everyday experiences in clinical settings.
The position statement in paper 2 has an introduction and conclusion, as well as have used a large amount of evidence in the context to demonstrate the contribution of reflective practice in the health care setting. This essay has used credible and relevant references on most occasions. Nevertheless, it is not well structured. The author does not provide a clear plan for this position statement in the introduction, the context is lack of argument, and there are new information presented in the conclusion. The author does utilise several evidences from journal articles and NMBA, and yet have insufficient consideration of alternative views. Furthermore, some sentences in the context are not coherent and logical.
Reflective practice is a process of thinking and critically analysing one’s experience to improve professional practice. Reflection on nursing situations not only promote the nurse’s professional development but also improve the quality of nursing care to patients (Gustafsson & Fagerberg 2004). According to Dolphin (2013), reflection process consists of systematic appraisal of events and examination of its each component to learn from the experience to influence the future practice. Though there are many models available to structure the reflection, I have chosen Gibbs model (1988) as it follows specific steps in a systematic way in reflection process. And also, this model emphasises the role of emotions and acknowledges the importance of emotions in the reflection process. This is a simple framework and this assignment will follow the headings as per this model. The incident I will be reflecting
Taylor B (2004). Reflective practice: A guide for nurses and midwifes. Maidenhead: Open University Press
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.
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).