Reflection involves stages of critically analysing experiences of practice in order to elucidate, examine, assess, and so inform learning about practice (Reid, 1993). Boyd and Fayles (1983) conceptualised reflective learning as the skills acquired by an individual to internally inspect and investigate an area of concern that is most likely provoked by an experience to generate and explain its meaning in relations of self, which may lead to an outcome of an improved theoretical perception. Both of the definitions give a clear definition to view reflection both as an approach to gain knowledge and as an approach to improve practice (Schutz, 2007). Moreover, Boyd and Fayles (1983) stressed that this improvement may be entirely established on an individual’s personal level of involvement. The evolution of Western philosophy involves the reflection as a notion (Schutz, 2007). In addition, Scutz (2007) suggested that the practice of reflection approaches plays a significant role in educating nursing undergraduates and health care experts to incorporate the skills of reflection in their practice communities as part of their daily practice at work. According to General Medical Council (2005), the processes of licensing and revalidation of healthcare practitioners includes a set of requirements such as acquired skills and knowledge of reflective practice. Similarly, the guidance of reflection and reflective practice are supported by evidences in the general education literature and are progressively defined as important characteristics of skilled health care experts who are ready to face these challenges (Argyis & Schon, 1974; Epstein & Hundert, 2002; Mann, Gordon & MacLeod, 2009). Dewey (1933, 1938) lends to support to this finding; he s... ... middle of paper ... ...switching careers as they move between their practices. As a result, psychologists are forced to face negotiation of ethical and ambiguous situations (Newman, Robinson-Kurpius, & Fuqua, 2002). The Ethics Code has insightful implications, which facilitates psychologists to acquire the Ethics Code, appreciate its importance and benefits, and understand its requirements if they see an association between Ethics Code and their innate moral sense (Handelsman, Knapp, & Gottlieb, 2002). The knowledge and deeper comprehension of Ethics Code will assist psychologists to know how to utilise the ethical standards in uncertain situations or in their psychological practice at professional settings (Knapp & Vandecreek, 2004). The Ethics Code provides enforceable standards to distinguish whether or not if an individual’s actions are rational or correct (Knapp & Vandecreek, 2004).
American Psychological Association (APA). (2002). Ethical Principles of Psychologists and Code of Conduct. American Psychologist, 57, 1060-1073.
Ethical decision making according to Bush, Connell & Denney (2006), is essential especially to help therapist or psychologist avoid any situation that might cause misconduct compromising the ethics of a patient. Also, the steps are useful to a forensic psychologist by assisting them to identify and solve any ethical problems they are likely to encounter. The belief of Bush, Connell & Denney stressed on the need to develop a sense of divergence among conflict of interest; this to Bush and colleagues is useful in the legal system hence,
Fisher, C. B. (2012). Decoding the ethics code: A practical guide for psychologists (3rd ed.). Thousand Oaks, California: Sage Publications, Inc.
Bulman, C and Schutz, S. (2004). Reflective Practice in Nursing. Australia: Blackwell (3 ed). pp.29.
The purpose of this essay is to reflect and critically study an incident in a clinical setting whilst using a model of reflection. This will allow me to analyse and make sense of the incident and draw conclusions relating to personal learning outcomes. The significance of critical analysis and critical incidents will briefly be discussed, followed by the process of reflection using the chosen model. The incident will then be described and analysed and the people involved introduced. The names of the people involved have been changed to protect their privacy and I will examine issues raised in light of the recent literature relating to the incident.
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 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.
A key technique current and nurses in learning can use is reflection based on past experiences. This method of critical thinking enables the user to have an approach of systematic analysis for present and future scenarios with the intent of improvement. In terms of knowing, reflection has appeared to be a crucial part of learning and understanding. (Bonis, 2009).
Burns, S. Bulman, C. Palmer, A. (1997) Reflective Practice in Nursing - The growth of the professional practitioner. London: Blackwell Science.
However, as Gardner (2014), advocating there is a need to shift from focusing on nursing skills as an individual towards participating in a much more holistic critical process encompassing the wider social context. In this way, critical reflection incorporates principles of critical social theory. In addition, critical reflection from an essential social perspective aims to bring forth an awareness of any underlying assumptions so these may be challenged and altered for next time. As Usher and Holmes (2010) write, reflection “offers a way to bring to the surface the contradictions between what you intend to achieve in a situation and how you actually practice”. In addition, critical reflection may assist with advancing nursing practice from the status quo towards actively creating opportunities to change for a better outcome whether that may be during the experience or in the future.
This assignment focuses on an incident which was experienced during a community placement. The patient suffered from bowel cancer, my mentor and I were visiting her to change her dressing. The names of people have been changed to ensure confidentiality Nursing and Midwifery Council (NMC, 2008). Gibbs (1988) cited in Jasper (2013) will be used as the reflective model because it is simple and, easy to understand. Through the model’s six key stages I will describe my experience and how I maintained dignity while giving personal care to patients in the community. Writing a reflective account makes one relive their thoughts and, feelings and make appropriate changes when required (Howaston-Jones, 2013).
Greenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schön's work as they fail to follow their own recommendations. This, she argues, has resulted in the implementation and prescription of dubious strategies for the promotion of what Schön refers to as enlightened professional artistry. Often formal education cannot answer the complex questions of clinical practice and there remains a gap in knowledge gained. Schön, however, argues that wisdom can be learnt by reflection on dilemmas that are encountered in practice and that by using reflection-on-action practitioners can continue to develop their practice.
Maureen H. Miner recommends in his article that any training in ethics will be judged by the quality of ethical choices made by those who complete it. If psychologists are to be recognized as professionals who are committed to best practice, then we should take ethical training very seriously. (Miner, 2005)
Taylor B (2004). Reflective practice: A guide for nurses and midwifes. Maidenhead: Open University Press
Koocher, G.P., & Keith-Spiegel, P. (2008). Ethics in psychology and the mental health professions. New York, NY: Oxford University Press.