Reflection and Reflective Practice Sanjeev Sharma

Reflection and Reflective Practice Reflection is the purposive, deliberate revisiting of an experience, to explore and extract the learning offered by the experience. Reflection promotes deep learning in personal and professional development and improvement of practice. Refle ction

Educational Theories of Learning Constructivism Continuous building and amending of previous structures or schemata as new experiences, actions and knowledge are assimilated and accommodated. Experience leads to the formation of general conceptions or constructs. Unless schemata are amended learning will not occur. ( Kant) Educat ion

Educational Theories of Learning Reflective Practice Individual learners capacity to engage with an experience. Reflect critically on it. Deduce the lessons learnt that need to be applied to future activity. Educ ation

Educational Theories of Learning Kolb’s Learning Cycle Concrete Experience Conceptualization Reflection Experimentation Kolb’s Learnin g Cycle

Reflection and Reflective Practice Why Reflect ? Approaches to Learning Achievement of Expertise Why Refle ct

Reflection and Reflective Practice Approaches to Learning Surface LearningDeep Learning Intention to complete the task and memorize information. Intention to understand and seek meaning. Attempt to relate concepts to existing experience. No distinction between new ideas and existing knowledge. Distinguish between new ideas and existing knowledge Critical evaluation of events. Facts learned out with a meaningful framework. Facts learned in the context of meaning. KnowledgeUnderstanding Surfac e and Deep

Reflection and Reflective Practice Achievement of Expertise 1.Level 1 - Novice stage Adherence to taught rules, little discretionary judgment. 2.Level 2 - Advanced Beginner All aspects and attributes are given equal importance. 3.Level 3 - Competent Practitioner Able to perform routine procedures. 4.Level 4 – Proficient Practitioner Can differentiate between different aspects and situations. 5.Level 5 – Expert Practitioner Has deep, implicit and unconscious understanding. Levels

Reflection and Reflective Practice Models of Reflective Practice Gibbs Model Peters DATA model Mode ls

Gibbs reflective cycle Description Of what happened Feelings How did you feel at the time of the incident? Action plan What will you do next time? Evaluation What was good and bad about the event? Analysis What are your thoughts now? Conclusions Other actions you could have taken?

Reflection and Reflective Practice The DATA Model DESCRIBE The area of practice which you feel needs improvement or change ANALYSE The factors contributing to the problem area of practice. THEORISE Possible ways to improve the practice, and suggest ways forward ACT On your theory, by trying out the new practice to see how it works DATA Mod el

Reflection and Reflective Practice Strategies for Reflective Practice Portfolio Discussion group Essay writing Critical incident Analysis Strategi es

Reflection and Reflective Practice Description Ms CT was admitted at full term pregnancy with vaginal bleeding. The patient had emergency caesarean section for foetal compromise. Following the delivery of the baby the patient suffered respiratory compromise and cardio vascular collapse. Desc riptio n

Reflection and Reflective Practice Analysis Following the delivery of the baby and following the repair of the uterus, there was uterine atonicity. The patient was given Haemobate to help the uterus contract. Possible differential diagnoses were investigated. Analysi s

Reflection and Reflective Practice Theorise Review of patients history revealed her to be asthmatic. The differential diagnosis was reviewed with the new information. The sequence of events was re examined and a possible explanation was put forward. Theorise

Reflection and Reflective Practice Action Points New check list was introduced for the use of Haemobate. New policy was devised for the continuity of care and debriefing of the team. Acti on Poi nts

Further Reading Educational theories of learning – Behaviourist – Cognitive – Social Constructivism – Andragogy – Experiential Learning Fu rt he r Re ad in g