Introduction This essay is a reflective piece of writing about the critical indecent of a medication error that occurred during my placement. It is a very concise piece of writing due to limited word count of 1500 words. Duke and Appleton (2000) did a literature review and devised a framework of critical reflection, which illustrates eight stages as compare to Gibbs’s (1998) reflective model that consist of six stages. I chose Gibbs reflective model not only it is easy to comprehend but also to illustrate a critical incident.
Although reflection is an imperative foundation of nursing practice, it is only effective in promoting future clinical practice when the practitioner continually identifies their weaknesses and strengths to support their personal growth. They will also be required to develop this process during their practice to improve outcomes for service users (Johns, 2013). In accordance to the NMC revalidation process (2015) school nurses are required to provide a record of their knowledge and how it promotes their clinical practice. Clinical reflection is identified as a recognised educational tool for this process (Queens Nursing Institute, 2015). This evidence highlights the importance of the the student school nurse’s role in reflecting on this critical
According to Hogston and Simpson (2002, p398) reflection is "a process of reviewing an experience of practice in order to better describe, analyse and evaluate, and so inform learning about practice". Wolverson (2000, p24) includes this is an important process for all nurses wishing to improve their practice. I hope that by using reflection I will be able to identify my strengths and weaknesses. This will enable me to focus on particular learning goals and benefit more from my placements. Driscoll (2000, p17) states that reflective learning will help you become more self-aware in your clinical practice.
Reflection involves methods of “reflection on and in action”. Reflection is used in practice to assist with factors, such as NMC Revalidation, support and enhance safe practice, improve skills and knowledge and enable professional development. Reflection is significant in practice because nurses are accountable for their patient’s specific requirements. There are numerous skills required for reflection to work, which are known as self-awareness, description, critical analysis, synthesis, and evaluation. The reflection process is carried out through many different models of reflection, for example, Gibbs (1988) Model, which is used as a guide to examine the critical incident.
Author has discussed the background of reflective practice, its importance in health care profession and his own experience of reflective practice by adopting it as one of the components of spiral curriculum at School of Medicine, Leeds University. He has discussed importance and need of reflective practice for students and clinicians, and suggests ways of how reflective practice can be developed in the future doctors at the beginning of undergraduate program. Author gives an overview of reflection in health care education and discusses that it has recently been incorporated in structured medical teaching for its importance for professional development of doctors. Medical students and doctors have been doing reflection like all other human beings do but in
This reflection is sought about through the use of reflective cycles, for example Gibbs (1988). Reflection enables the student to develop his or her own theories behind why an event occurred, this is also achieved by linking theory to practice in order to gain a deeper understanding (Levett C. 2010, Stonehouse D. 2011). For this practice placement portfolio the reflective cycle that I have chosen is The Reflective Cycle by Gibbs (See appendix one) (Gibbs 1988). Although it wasn’t made predominantly for reflection through nursing scenarios, as it was developed for educational purposes, it does give the student a cycle which can be used easily to analyse their event in a linear fashion. Although Gibbs reflective cycle is one which is mainly focused on the event itself, rather than the knowledge that can be sought from delving further into the reasoning behind an event, it does create a cycle which allows the individual to focus on their actions and the reasoning behind what they did.
Driscoll (2000) model) consists of three stages (What, So what & Now what) completing one cycle help me to improve my caring practice continuously and learning from those experience for better practice in the future. The cycle starts with a description of the situation (“What”), which include analysis of the incident. “So what” evaluate the experience, including the analysis to make sense of the experience, and the final stage “Now what” is a conclusion of what else could I have done better and an action plan to prepare for, if the similar situation arose again. Baird and winter (2005) gave some reasons why reflection is required in the reflective practice. They highlighted that a reflection could generate the practical knowledge, help to adapt
I will ensure my growth towards these competency areas by seeking consultation from more experienced colleagues when clinical data do not support my working diagnoses. To ensure safe clinical outcomes, I will act on the clinical intuition that I developed as an ICU nurse to rule out worst case scenarios, refine my 12-lead electrocardiogram interpretation skills as a bedside nurse, listen carefully to patients while charting accurately on electronic health records, and remaining cognizant of time pressures and increased susceptibility to errors in these situations. To proactively prevent future ethical dilemmas, I plan to address end-of-life directives with all appropriate patients in a sensitive manner while in the primary care setting. Reflective practice is a learning method that consists of exploring both positive and negative experiences to elicit meaning and analyze critically in order to improve practice.6 I plan to apply this skill in my future practice, especially as a novice, by keeping a personal journal of my experiences in this new role, verbally reflecting with my NP colleagues and mentors, and analyzing how my own inherent assumptions and worldview influence my
The Process of Reflection The process of reflection is central to clinical supervision. Launer (2003) describes external and internal factors in supervision whereby clinical practice and sharing skills are external and reflection is an ‘internal conversation.’ Brunero & Stein-Parbury (2008) discussed the effects of clinical supervision in nursing staff and argued that self-reflection generates a sense of self-awareness and knowledge to the individual. Supervisees or students may be asked what happened during a clinical event, how they felt, the implications of their actions and what they would do differently if faced with the same situation.
But put simply reflection is merely a process to; help us understand the links between what we do (what we can call our practice) and how we might improve our effectiveness (by developing our practice) (Ghaye, Tony 2010) Reflection was first introduced to me through the Microteaching facility. Here the reflection is based on three ten minute lectures, and incorporates personal, peer and expert
Upon reflecting on this experience, I feel like I am more confident in handling the situation should it arise again. Reflecting on it has made me realise that not everything I did was wrong and has helped me to explore what I need to improve on. Reflection is important in the nursing profession as it allows us to think about our actions and talk about how we could have carried them out differently (Johns and Burnie, 2013). Reflection plays a big role in developing the student into a nurse (Barbour,
In education, when developing a coherent and operative instruction for student success, it is imperative to ensure that the such educator can effectively reflect on their philosophical practice as a professional educator within their current grade level. By doing so will allow such educators to maintain supportive, cooperative relationships with professional colleagues and collaborates to support students learning and to achieve campus and districts goals. Reflecting on ones practice will also enable educators to become knowledgeable of the roles and responsibilities of specialists and other professionals within the building and district level. When creating a pathway toward enhancing your reflective practice as a professional educator, it
Reflection is like looking in a mirror and describing what you see. It’s about thinking back to an experience and questioning what I did, and emotions that I felt during the experience, and then reflecting on a better and more sufficient way of doing it in the future (UNISON, 2016). Gibbs Reflective Cycle is the model that I have chosen to use while reflecting back on the module “Learning from service users and carers”, Gibbs believes that this module is useful for helping people learn from what that they experienced. He calls this “Learning by Doing” (Mind Tools, 2016). When finding out that a module I would cover on the social work degree was learning from service users and carers, my initial thought was care homes and carers within them.
Introduction: Reflection is a part of daily process of learning and thinking. As stated by Jasper, (2003), the reflection is “…the way that we learn from an experience in order to understand and develop practice”. It is useful in dealing with challenges and can be used as a tool for personal and professional development. Moreover, a convoluted process of writing experiences and learning from any event and understanding of its usefulness in future is, defined as Reflective writing. The theoretical model which is often used as a framework for reflective writing was created by Professor Graham Gibbs (1988) and is known as Gibb’s reflective cycle.