Reflective Practice in Nursing-Free-Samples-Myassignmenthelp.com

Question: Critically reflect on your current journey throughout this course / programme. Write a comprehensive account of the journey using your reflective journal entries / strategies. You may use any Reflective Models / Frameworks to explore your reflective thoughts and feelings. Answer: Introduction: I am currently employed as the head nurse in a female surgical unit and have 18 years of experience in healthcare. I also am certified in advance emergency management in trauma (6 month course). My experience in working as a healthcare professional exposed me to several challenges in healthcare industry. Much of the challenges stemmed from the inability to learn from personal experiences as well as experience of others. This emphasized the importance of reflective writing in my profession. I was able to learn the basics of reflective writing and thinking through personal studies and research, and I was able to formulate the following understanding of the topic. The process of thinking can be comprised of two distinct aspects: reflective thinking and critical thinking. Both of these are closely associated that helps to develop a balanced thinking process. It helps to justify actions, solve problems, find deeper meaning and identify scope of changes. Such knowledge can further help to build or break current assumptions, values, attitudes and beliefs and revisit experiences. These can finally amalgam to foster personal development and growth. Here reflection can be understood as a kind of personal response to events, information, situation or experiences, which enables development of thinking and learning. A good reflective practice incorporates revision of previous experiences and subjective knowledge, as well as pays emphasis on the reasons, method and consequences of actions, and helps in the examination of ones belief, values, attitude and assumptions. It therefore helps to link between the knowledge possessed by the individual with the ex periences and their learning outcomes. This can further foster development of critical thinking and analysis (Student.unsw.edu.au, 2018). Figure 1: Thinking process; source: (Student.unsw.edu.au, 2018) Reflective writing should include: responses to experiences, response to personal thoughts and feelings, scope for gaining lessons, clarity and coherence of thought, scope of developing writing skills and comprehension of what is being studied. However, the following aspects should be avoided in reflective practice like just a mere conveyance of information, pure description of the experience, biasness and straightforward judgments, simple problem solving tasks, summary of course notes and standard essays (Student.unsw.edu.au, 2018). During the discourse of Module NMNF5103, I was introduced to the concept of reflective writing, and how such practice is vital for healthcare services. The nodule helped me fully comprehend the depth of the topic, its philosophical underpinnings and how it can help to develop career and practice. I was able to learn how through reflective work competencies can be evolved. Furthermore I was able to learn how to evaluate a reflective practice, in order to ascribe lessons being learnt from experiences. Such aspects had important consequences in my professional practice as a nurse. Development of Skills in the move towards Reflective Practice: This module introduced me to the philosophical underpinnings of reflection, and its science. Through the study of the book, the Reflective Practice in Nursing (Bulman Schutz, 2013) I was able to learn the philosophical legacy surrounding thinking and knowing, the educational and critical thinking skills required of the nurses, understanding reflection and its stages, how to develop skills for reflective practice, and the importance of such skills in the nursing practice. I was able to learn that reflective practice enables a patient centric and effective practice, and helps in the development of nursing practice along with evidence based nursing practice. Understanding the history of the philosophy of reflection, starting from Aristotle, helped me understand the importance and history this idea. However, I was also able to find a flaw in the philosophy of Aristotle, as being too dependent of reflective practice, and completely ignoring the practical world. Since pure reflection cann ot help to develop idea about the real world (Schn, 2017). The pragmatic philosophy of Dewey also helped me understand how thoughts are related to action, and therefore has both practical and theoretical implications (Shusterman, 2016). This necessitates the incorporation reflective practice in professional domain, as suggested by Schon. These aspects gave me a historical overview how to concept of reflective thinking evolved by integrating intellectual thinking in a practical and theoretical context. Reflective practice can start with an emotional response, which can be either positive or uncomfortable, and allows retrospective analysis of previous experiences and events, helping to make better sense of them. This can eventually support future practice, and set precedents for future events. Effective reflective practice also depends on objectivity and critical analysis. Critical analysis can allow proper analysis of the issue in concern, and create a new understanding and appreciat ion for it. I was also able to learn the subtle similarities and differences in the understanding of reflective practice by several authors (Morse, 2015). Most of these stemmed from aspects such as experience, emotions, feelings, and perspective held by the authors. However, the overall consensus does exist in defining reflective process as reviewing of experience in a way it can be described. I learnt few key concepts related to the philosophy of reflective practice, like Praxia, Critical being and knowing. Praxis originates from ancient Greek philosophy and philosopher Paulo Freire, and describes it as an action that has embedded values and can be linked to the possession of certain knowledge. This entails responsive and purposeful action instead of deviating into an auto-pilot mode. Critical being that fosters critical reflection is also an important part of reflective practice. Critical being is different from critical thinking, as a critical being willed is able to critically r eflect upon owns development and commitments (Barnett, 2015). Expression of knowledge is also crucial, since it allows integration of what is known with what can be seen. This can help to develop a critical awareness of the world and induce such aspects in the reflective practices. However, caution has been advised by Brookfield, who pointed out the dangers of over dependency towards reflective practice. I was able to learn about his arguments against reflective practice which can induce imposter ship, cultural suicide, lost innocence and road running. He pointed out that reflective practice in nursing can turn attention to its challenges and difficulties, ultimately causing disappointment for the person, and hence lost innocence. I was able to learn the stages and levels of reflection adapted from Mezorow and Goodman. The Mezorows model comprises of affective, discriminate, judgmental, conceptual, psychic and theoretical reflection. Goodmans model comprises of reflection on objectives; reflection upon patient-nurse relation, nursing principles and practices; and reflection in an ethical and political context (Archer Bryant, 2001). This information helped me realize that several skills are required to develop reflective practice, such as self awareness, descriptive analysis, and precise recollection of memory, critical analysis, synthesis and evaluation. I was able to utilize such fin dings in practical scenarios during my educational journey, reflecting upon events, noting how I felt about the events, how others behaved, my analysis of how they might have felt, heir interpretation of the event, any significant relation of the event to other events, alternate course of thinking or action, skills needed to tac kle or manage the event, requirement of additional knowledge or skills to meet such needs, and implicat5ion of such skills and knowledge in future practice. I was able to use such reflective practice to additionally reflect upon my reflection to fully realize the importance of such skills in professional practice. Supporting practitioners in the process of reflective writing: During this module I was able to learn the various reasons in which we can use reflective practice and reasons for doing so. The importance of reflective practice, especially in learning was further emphasized during this module. Such aspect was designed to prepare students for the practice of reflection. I was also able to understand the skills needed as mentors to develop reflective practice. The requirement and necessity of reflection was suggested by Jasper, as methods to develop life strategies for survival. This can incorporate learning from the environment, and using that knowledge in practice (Johns, 2017). This can enable learning from others mistakes and ensuring such mistake does not occur in self practice. I was able to learn how much hold reflective practice has over healthcare and nursing professions, forming a bridge between the practice and lifelong development of career. I understood that in professional practice, it is important to be able to recognize the need for change in practice strategies due to reduced efficacy or newer available strategy. This identification requires reflection upon current practice, to find out scope of improvements or for change. Ultimately, such strategies can allow development of the best practices, and to advance the practice itself (Knott Scragg, 2016). The importance of reflection in learning was emphasized by the learning cycle. Understanding that the learning cycle comprises of a sequence of experience, reflection, abstraction and active testing as proposed by Kolb helped be realize hoe reflective practice can aid learning and bridge the gap between experience and abstraction. It can allow analysis of situation under different context, thereby helping to develop a deeper comprehension of the subject. This can allow us to look for deeper meanings in certain contexts that can be implemented in later scenarios (Konak et al., 2014). Questions like what was done correctly in the scenario or how else could I have done the same thing differently can be fundamental to look for such meanings in different contexts. Reflection allows scope for abstraction of ideas, and uses such information in professional practice. I was able to use this knowledge in reflective exercises on self, working with partner, or with a group. During these exercise , I was able to understand how self awareness helps to build understanding of self views, beliefs, qualities, strengths and weaknesses. It also helps us how these factors have shaped us and our thoughts. Ability to provide adequate description of scenarios also proved to be an effective strategy that allowed accurate description of persons, objects, situations, concepts or ideas involved in the scenario, and hence pain a better picture in the mind of the reader. Critical analysis allowed me to identify and illuminate my existing ideas relevant in the scenario, and exploring the feelings and challenges faced upon retrospective view (Barnett, 2015). I was able to understand how values, spirituality and openness can be a source of inspiration and motivation to take responsibility of our own learning. I t was evident to me how values molded practice through reflection. Positive values like a sense of responsibility, respect for ethical consideration and furthering knowledge can all be encompassed through the assimilation of reflective practice. Such aspects can also motivate others to adopt the practice. Furthermore, a sense of spirituality also provides a feeling of interconnectedness of all beings, and therefore emphasizes the necessity to respect all life and ensure proper care. During the module, we were encouraged to set our own learning goals and reflect upon them. We had to write journal entries incorporating the learnt skills and framework for reflective practice. This helped to identify my current state of knowledge, and the steps necessary to further it. The practice also helped me develop skills to ask questions and cle ar any doubts or gaps in my knowledge. We were encouraged to work in groups, which also allowed reflection upon the thoughts and action of others in the group, and develop communication skills. I was able to learn key skills to advance the roll of a nurse to that of a mentor by incorporating effective working relationships, facilitating learning processes, learning about assessment and accountability of actions, setting up an environment that fosters learning, creating a context for healthcare practice, supporting evidence based practice and promoting leadership. I was able to learn how these aspects can help to promote learning and reflective practices in both the mentors as well as mentees. It also helped me understand why it is important to take practice steps in directing self learning, taking responsibility of self development through active interest. Using journals and diaries in reflective practice: In this module I was able to learn the characteristics of journals that can enhance learning, the reasons why journals should be maintained, the styles of learning journals appropriate for furthering knowledge, and the uses of properly structured journals. The module started off with a refresher on reflective writing (definitions, role and uses). It reminded us the importance of critical analysis, and structured approach towards reflection. The module introduced me to the method of writing journals that can allow learning to be developed through experiences. I was introduced to the characteristic features of journals that are applicable for learning, and reasons for maintaining journals. For example, I was able to learn that the style of the journal depends on the propose for which it is written and depending on the person(s) having access to it (Hahn Galea, 2016). I was also able to learn how to style and structure a learning journal in this module. Studying the book Reflective practice in nursing I was able to understand the reflective practice is not a one off incident but a process instead. Reflective thinking is evidenced through reflective writing, and a reflective journal should incorporate critical thinking and writing in a structured form. For example, a basic structure I learnt was to segregate the data presented in the journal and the reflection upon it. Mixing them up can have confounding effects as well as leave scope for important information to be overlooked, apart from distorting the overall flow of the subject. I was able to identify essential components of reflective thinking like hindsight and retrospection, analysis of the event or idea, and identifying the implication of the event or idea. I understood that retrospection allowed looking back at the event or idea, while analyzing that involved thinking about it thoroughly and from divergent perspectives in order to build a context for the event of idea and ena ble referencing to relevant theories or models. Also, understanding implications of the findings from the analysis can alter how we practice and expand our knowledge (Howatson-Jones, 2016). An important aspect of reflective writing I appreciated is that it is a personal intellectual property. This was an important fact for me since I understood how reflective journals can also incorporate deep seated and personal thoughts and ideas, which I might not always be comfortable to share. It therefore can foster complete honesty and openness in the reflective practice. It is therefore a regular practice for journals to be written in the first person, as I have understood. Thorough analysis also meant that one has to go deeper to understand the reasons for certain action as well as reflect upon the consequences of that, and therefore build experience out of it. I was introduced to different styles of reflective writing styles like learning contract, incident analysis, essay, journal and diary, case studies and portfolio. This helped me realize how many ways reflective writing can be incorporated into professional practice and learning. Furthermore, it enabled me to gain a deepe r insight into the styles of reflective writing that can ensure its efficiency in conveying thoughts and ideas in a clear and comprehensible manner. Since journals record on going, day to day activities and ideas, it is a tool for reflection to be used on a regular basis, and its emphasis on learning is attributed to the intention showed to identify learning avenues upon retrospective analysis (Horton-Deutsch Sherwood, 2017). Learning about journal writing, I was able to identify the key characteristics of it, as is discussed next. The journals are added incrementally over time, it records events or experiences, it should focus on learning outcomes from such events, should include reflective analysis of the event. Through the progression of the module I also learnt that keeping journals served several useful purposes such as recording important experiences, facilitate the development of learning from it, help to build an understanding of the experience and what that represents, helping the development of an inquisitive nature and foster critical thinking, encourage metacognition, foster active ownership and involvement in learning, improve reflective thinking faculties, foster development of decision making and problem solving skills, help in personal growth and development, paves the road to self empowerment, supporting change in behavior or therapeutic practice, improve creativity and writing style, fos tering self expression and communication, allow planning of activities, and also help effective sharing of information. I was able to learn that an effective structure of journal can include an open page technique with revolving spiral and focused on topic areas, used as project research journals or diaries. Application of reflection to clinical practice- reflection on my own experiences This module introduced me to the types of reflection, the models and framework of reflection and utilization of reflective practice in clinical experience. The module primarily emphasized on the two main types of reflective practice or framework that can be used to reflect upon various types of experiences. I was able to learn two main types of reflection: reflection in action and reflection on action. In action reflection is done while performing the task and helps us towards its completion. Reflection on the ongoing processes helps us to reshape the course of action if necessary, and if evidenced by researches. This helps us to incorporate evidence based practice instead of a trial and error strategy. For example, while making regular journal updates, I would incorporate events that occurred recently over the continued period of care, recording observations which I could reflect upon later. On action reflection on the other hand can be used to design projects incorporating informat ion from final reflective works, or portions of journals and design strategies to ascribe lessons learnt through them. This allows the evaluation of owns critical thinking and evaluation processes. I was able to incorporate on action reflection to evaluate my reflective writing in journals, trying to draw out the strengths and weaknesses in the evaluation and key elements in the thought process, which allowed me to infer lessons learnt from those experiences. In would frequently reflect upon the actions of my co-workers and colleagues trying to learn from their experiences, which I could culminate to key lessons learnt from them. Similarly, my experiences with patients also rendered valuable information regarding how they feel and what they experience that affects their quality of life as well as their perception of the care provided to them. Such aspects helped me to device a more patient centered care, keeping in mind the concerns of the patient. I was able to utilize both the ref lective approaches in my journals and preparing the end of module papers based on the reflection upon the journals. The second focus of the module was on the frameworks of reflection that helped to device a structured approach towards the process of reflection. During the initial phase of the module I was struggling to find an appropriate structure for recording the data and my analysis of it. Often I would end up jumbling up a lot of information with short analysis interspaced and juxtaposed on each other. However, this module prepared me to express such data in a meaningful way. However, I was also able to appreciate the fact that there is no right model for reflection, and that the model of reflection used should be depending upon the propose of it, and the right model should eventually be based upon the one which feels most comfortable and can elucidate the knowledge gathered from the experience clearly. I also learnt that the reflective writing style and efficacy can be improved by combining different models, that is, using a particular model for analysis, and then incorporating questions fro m other models for a better critical review of the scenario in question. The models that I was introduced to during the module were: Five Stage Model by Dewey, Reflection in Action model by Schon, Learning Cycle by Kolb, Framework Guiding Reflective Activity by Borton, Paolo Freires model, Gibbs Reflective Cycle, Johns model for structured reflection, Driscoli cycle, Stephensons model and Goodmans theory of reflection. These models or frameworks introduced me to different approaches towards the structuring of reflective work, in a manner that it makes more sense within a given context. I frequently used Gibbs reflective Cycle and Koibs learning cycle to evaluate my learning processes, using Schons In Action reflective pattern to update regular journals, and also utilized Goodmans Theory to reflect upon the information gathered in the journals. During the module I had to prepare essay differentiating my understanding of the two reflective processes, and my understanding of the importance of reflective practices in healthcare. I was also able to identify several barriers to reflection both external and internal, which helped me to implement strategies to improve reflective practice addressing the barriers. For example, one significant internal barrier was objectivity that is the ability to describe things without any bias. Such as a challenging aspect given the emotional involvement needed in reflective work. However, a structured approach helped me to focus the emotions in a more meaningful manner to reflect upon specific experiences. I was able to use this strategy for the evaluation of a personal experience, where I utilized Gibbs reflective cycle to analyze the situation and ascribe a lesson being learnt from it. Assessment and evaluation of reflection In this module I was able to discuss the assessment of reflection in terms of exploration criteria the criteria helped me evaluate my reflective skills based on certain predetermined outcomes. The formed the basis of tools for the assessment process. I was able to summarize these needs in the practice of registered nursing. I was also able to identify key issues with the process of assessment of reflection and evaluate methods for assessment and evaluation of reflection. The module primarily highlighted on the process of assessment of reflection as well as its criteria for exploration. This was an important aspect since it allowed evaluation of practices, and identifying its strengths and weaknesses. It also helped me identify the degree to which the knowledge or skill from reflection have affected my actions. For example I was able to measure my progress by analyzing completion of key objectives leading up to the development of skills. During the discourse, I was able to understand the importance of ask and observe so that evaluation of both espoused and present scenario can be done. The exploration criteria can help in effective evaluation of reflective practice, as I have understood firsthand evaluating my own work. The criterion I learnt during the module were a) a knowledge base being developed b) advancement of old skills and development of new ones c) attitudes and values that have changed d) participation in reflective activities e) initiatives in the development of clinical practice. Such criteria are very helpful in the context of clinical care, and emphasize the importance of knowledge in the development and improvement of skills and practice. Such can therefore help in career development as well as personal growth (Phillips, 2016). An understanding of the elements that needs to be assessed in a reflective practice was an essential element for my success in the module. I was able to clearly identify what aspects that need evaluation in the assessment. Understanding of the structure of reflective work was pivotal to that end; I was able to understand that reflective practice was a natural talent for many while it was a skill that needed to be developed in others. Consequently, everyone tended to have a different approach towards reflective practice, and followed a different flow of thought. However, the presence of frameworks helped me to learn the process fairly easily, and I was able to critically evaluate and analyze my experiences. I was also able to learn about the various levels of reflection as proposed by several authors. Even though much of the structure and hierarchy of the levels are still contested and argued, one thing remains certain, that such levels allows the formation of grids for reflection. Re flection is a continuous process that utilizes the skills for reflective thinking and implementing such thoughts to create changes in practice. I understood that such practice involved both cognition and action, and helped provide new perspectives to experience, helped to bring about a behavioral change and improved readiness for application of knowledge and ensure commitment towards action. During the module I also learnt the skills required by facilitators of reflective learning. I learnt how open mindedness, effective communication, group management skills, maintaining diversity and providence of disclosure can facilitate reflective practice. This can help to encourage the group to further develop their practice through effective use of reflection. I also understood that as facilitators, personal opinions and biases should be kept at bay, and an objective focus is to e maintained. I was introduced to different tools of reflection like verbal and written methods. From the perspective of stakeholders, a uniform understanding of reflective practice must also exist. And during the module our group was able to exhibit such an uniformity in the understanding of the concept. Such aspects were based upon the understanding of the various challenges in the assessment of reflection and includes: an inability to introspect and transcend personal biases, lack of clarity in the und erstanding of reflection, understanding the levels of reflection and how it develops, confusion as to whether assess the process or the outcomes, summative assessment causing honesty barriers, lack of proper assessment tools, skills possessed by facilitators and political or financial constraints. Such overview helped me understand the possible sources of the challenges and therefore try to avoid as much of such aspects as possible to maintain effective reflective practice. Developing reflective practice through learning support During the overall duration of the academic discourse, I was involved in seminars and interactive discussions and participations. There were 5 seminars, each for three hours, where I was able to use reflective practice in the development of presentations. In the first seminars I was able to demonstrate my knowledge of the theoretical and philosophical underlining of the practice of reflection, describe various levels and stages of reflection, skills needed to develop reflection and its proper usage. In second seminar I was able to demonstrate my understanding of how reflective writing is important in professional practice and identify skills required by both learners and mentors to promote reflective practice. In the third seminar I was able to describe the characteristics of a reflective journal and why maintenance of journal is important. I was able to cite from my personal experience as a nurse, how maintaining journal helped me keep track of everything. I was able to incorporate different styles of journal based on the context, and demonstrate proper utilization of journals to develop practice. In the fourth seminar, I was able to explain the different types of reflection and reflective frameworks, which I incorporated in the presentations. I was able to show how each of the types and frameworks can be utilized under various scenarios, reflecting upon my own experiences. In the final seminar, I was able to successfully evaluate reflection based on exploration criterion, demonstrate understanding of the tools for assessment and identify key issues in the assessment of reflection as well as devise methods for effective assessment and evaluation of reflection. I was able to demonstrate these tools on my own reflective work, further helping me develop my evaluation and analytical skills. In addition to the face to face seminars, I also received considerable support through online discussions with facilitators and course mates. This helped me share relevant information with the course mates, filling in any knowledge gaps identified by the process, and also share development plans for comparison. As a group, we were able to cross reflect upon each other work, and evaluate each other based on the known framework. This helped us to gain fluency in the process, and develop our understanding of it. We would often hit roadblocks in this process, which was then clarified by the facilitators. The online availability of the facilitators enabled easy access to help and support, which was crucial in the successful completion of the module on time. Such help was also pivotal in the preparation for exams; as it helped revision of the key concepts of enable discussions to revise our knowledge. Additionally, feedbacks and inputs from the facilitators were key elements to enable the development of the necessary skills for reflective work and gain knowledge of the tools for the evaluation of the reflection. It helped us identify key areas of improvement, where work could be done, and skills that can be further honed (Forbes et al., 2016). Conclusion: Journey through the module on reflective practice helped me to develop skills needed for efficient reflective writing, and develop understanding of its appropriate usage. I was able to use this method to reflect upon my clinical practice and experience, and develop my career as a nurse. I was able to critically analyze my thought process in a clear, coherent and structured format that also helped to identify lessons to be leant though the experience. Such knowledge helped me cater to the specific needs of patients and identify any gaps in my own knowledge. I started maintaining journals to record everyday experiences, reflecting upon the events and then evaluating them. During the module, I was involved in several seminars and exams that tested my skills. This proved to be an essential tool to further develop in my ability to analyze and evaluate my own skills. I also learnt how reflective practice can be facilitated, and how a mentor and facilitator can foster this practice in clini cal settings. Working as a head nurse, such aspect can be fruitful to encourage new learners to take active control over their own knowledge development and career growth. I was able to develop skills of a mentor and a leader, to be able to guide my team towards a better practice, which improved the quality of care. The journey through then module could be summarized through the learning outcomes achieved at the end of the module like the ability to identify the stages and levels of reflection, understanding the significance of reflective practice, developing knowledge on how and where to apply reflective practice, learn different approaches to facilitate reflection, reflective skills required by mentors, learning the proper usage of journals and how to efficiently structure them, learning about challenges and issues pertaining to reflective practice and also helped me understand the importance of adopting such practice in nursing. I was able to relate each of such aspects with my experience, and was able to develop these skills to become a better and more efficient professional. I hope that I can inculcate such values to new learners, helping them develop their own career and achieve success, and partake in the attempt to improve healthcare. References: Archer, N., Bryant, P. (2001). 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Student.unsw.edu.au. (2018). Reflective Writing Guide | UNSW Current Students. Student.unsw.edu.au. Retrieved 21 February 2018, from https://student.unsw.edu.au/reflective-writing