Work Based Learning Through Reflection Sue First Advanced Practice Learning Facilitator

Learning outcomes(LO) Assessment Criteria(AC) level 7 LO-Critically review your own development and assessment plans. AC-Include a reflective report on the process and outcomes (both for yourself and the service) of your plans and assessment; reflection should display relevant theory, evidence and practice and how they are integrated within a reformulation of your practice.

Learning outcomes(LO) Assessment Criteria(AC) level 6 LO Reflect and review your own development and assessment plans AC-Produce a reflective report on the process and outcomes of your plans and assessment

What is Reflection? “… A process of reviewing an experience of practice in order top describe, analyse and evaluate and so inform learning on practice” (Reid, 1993 – cited in Burns & Bulman 2000) Houghton 2008

“ Reflection is a window through which the practitioner can view and focus self within the context of her own lived experience ion ways that help her to confront, understand and work towards resolving the contradictions within her practice between what is desirable and actual practice”. (Johns 2000) Houghton 2008

Why use Reflection in Practice? ‘Reflection is widely recognised as an invaluable tool in health care, providing fresh insights which enable practitioners to develop their own practice and improve the quality of their care’. (Johns 2000) Houghton 2008

Why reflect? Maximise learning & experience Promotes high quality care Ensures care is appropriate and effective Aids in the elimination of ritualistic practice Promotes theory /practice integration Promotes professional and personal growth Houghton 2008

What skills do I need to Reflect? Self awareness Ability to describe Ability to critically analyse Ability to synthesise Ability to evaluate (Atkins and Murphy 1993) Houghton 2008

Models of reflection Proliferation of models & frameworks Dewey(1933) - ‘authentic reflection’ when confronted by a ‘felt difficulty’ which is problematic/perplexing ‘we learn by doing and REALISING what came of what we did’ Reflecting upon experience/actions rather than Schon(1983,1987) ‘in action’

3 overlapping and interacting worlds Behavioural world Social world Structural world

3 Levels of reflection Level 1 Descriptive – events Level 2 Reflection- Theory & Knowledge Mulling over, analytical Level 3 CRITICAL Reflection - learning (HE 6/7degree level) Awareness of multiple perspectives & social, cultural, political, psychological contexts, linking to a model or theory and apply to practice/ work place

Experiential learning Kolb proposed a four-stage learning process with a model that is often referred to in describing experiential learning The process can begin at any of the stages and is continuous, ie there is no limit to the number of cycles you can make in a learning situation. This theory asserts that without reflection we would simply continue to repeat our mistakes.

The process of learning is: through concrete experience through observation and reflection through abstract conceptualisation through active experimentation

Kolb’s cycle Concrete experience Testing implications of concepts in new situations Observations and reflections Formation of abstract concepts/ generalisations

Key aspects of learning from experience (Brennan & Little 1996) Experience is foundation & stimulus for learning (active engagement) Learners actively build their experience (your unique past) Learning is a holistic process (problems in context) Learning is socially and culturally constructed (question social assumptions) Learning is influenced by socio – emotional context (self esteem, success)

Fundamental patterns of knowing (Carper 1978) 4 ways of knowing So what do you now know???? Fundamental patterns of knowing (Carper 1978) 4 ways of knowing 1.Empirical – technical rationality – scientific knowledge. 2.Aesthetic – innate response – intuition. 3.Personal – knowing self – the ability to trust self. 4.Ethical – moral knowledge – making judgements about what is right or wrong. KOLB HANDOUT

Learning about oneself ‘The 3 major ways we develop ourselves are by learning, reflection and imagination. It is this ability to transform ourselves that lies at the heart of educational endeavour & at the heart of work related learning’ (Moreland 2005) The individual is faced with a kaleidoscope of possibilities and choices which present threat and opportunities. This necessitates the increasing use of reflection, in which individuals look critically at their action and ask what they are making of themselves (Butt 2004:18)

Write about the changes in yourself Knowledge (easy) Skills (relatively easy) Attitudes (difficult) Personality traits (most difficult) Combine reflection upon 4 spheres Academic learning Professional learning Personal learning Interdisciplinary learning

What do I do??? Recall - BRIEF descriptive narrative identifying the critical issue Retrospective - Exploration and analysis of personal assumptions within the event Examination - of the critical issue with reference to a reflective framework or model and rationale for its use Discussion - and evaluation of internal and external contextual issues and their impact on the event Evaluation - of own performance through discussion of a changed personal perspective and implications for professional practice RELECTIVE PRACTIVCE ARTICLE HANDOUT

References Atkins S, Murphy K (1993) Reflection. A review of the literature. Journal of Advanced Nursing 18: 1188-92 Burns S, Bulman C (2000) Reflective Practice in Nursing: The Growth of the Professional Practitioner. Blackwell Science: Oxford. Boud D, Keogh R, Walker D (1985) Turning Experience into Learning. Kogan Page: London Johns C (2000) Becoming a Reflective Practitioner. Blackwell Science: Oxford Rolfe G (1996) Closing the Theory Practice Gap: A New Paradigm for Nursing. Butterworth-Heinemann: Oxford. Schon D.A (1987) Educating the Reflective Practitioner. Jossey Bass: London Houghton 2008