You are on page 1of 4

Learning through reflection Reflection is an active process whereby the professional can gain an understanding of how historical, social,


Duffy (2007) believes that reflective practice is an active deliberate process of critically examining practice where an individual is challenged and enabled to undertake the process of self-enquiry to empower the practitioner to realize desirable and effective practice within a reflexive spiral of personal transformation. Learning is derived from experience but it doesnt just happen. For it to take place you not only need to engage in reflection you must also record it. By thinking about what you are doing and why you are doing it is what turns your experiences into meaningful learning. If you are to become a reflective practitioner you have to use that learning to increase your professional knowledge and skills to the benefit of not only yourself but also to your patients / clients.

Why Reflect
Reflection is really a process that begins with looking back on a situation, pondering over it, learning from it and then using the new knowledge to help you in future similar situations. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences. However, the conscious, deliberate and ordered process of using reflection as a learning tool in our professional practice is much more challenging. It is a complex activity that requires the individual to develop a set of skills required for problem solving (Moon, 1999). Reflection, therefore, encourages us to become aware of our thoughts (intellectual) and feelings (affective) which relate to a particular learning experience or area of our practice.

Students and Reflection

You will be constantly introduced to different theoretical knowledge and new practice experiences. Reflection is one way of helping you to link the theory and practice experiences and to integrate your learning. Much of this learning is achieved by you being actively involved in reflective practice. Through reflection 'in' and 'on' practice, you can: Focus your thoughts on your experiences. Gain greater understanding of professional healthcare practice. Become more aware of the knowledge and skills that you have developed. Identify your strengths and areas for development. Develop an action plan for future practice.

Whilst we engage in reflection on a daily basis, much of this occurs in quiet moments when by ourselves. As a student, you will also be required to develop your skills in reflective writing. Whilst this skill may be new to you at the moment you will become more familiar with it as you progress as a student. Although some may view reflective writing as a challenging skill (in that is not necessarily an instinctive process), it is one that can be learned and improved with practice (Jasper, 2001).

Reflection is a purposeful thoughtful activity to: Gain new insight. Gain new ideas. Acquire new understanding. Enhance patient / client care.

Reflection helps us to: Stand back and think of a situation. Gain a new perspective. Make sense of our experiences. Construct meaning and knowledge that guides actions in practice.

Reflection as a learning tool Reflection is the process that we consciously undertake to gain further understanding and add meaning to our daily lives. Reflection is associated with learning that has occurred through experience and is an activity that helps you make sense of and learn from situations. Reflection therefore is a means of assisting us to think, to explore our thoughts and feelings and to work through an experience, in an attempt to gain new understandings, fresh insights and self awareness. It is the active consideration of, and learning from our thoughts and actions, together with the further use of these thoughts and actions as a means of developing reflective thinking. The most important aspect of engaging in reflection for your ongoing personal and professional learning is that you are able to demonstrate your progression towards achievement of the NMC learning outcomes and standards of proficiency. The process of reflective writing leads to more than just a gain in your knowledge; it should also challenge the concepts and theories by which you make sense of knowledge. When you reflect on a situation, you do not simply see more, you see differently. This different way of viewing a situation is reflected in statements about a commitment to action. Action is the final stage of reflection.

Models of Reflection
Learning through reflection is more effective if there is an understanding of frameworks that encourage a structural process to guide the act of reflection. Various models have been developed which may suit individuals or particular situations. However it is important that you choose the framework that you feel most comfortable with and which helps you in learning from your experiences. The type or combination of types may be used according to the requirements of the situation.

Gibbs' Reflective Cycle (1988) is viewed as straightforward and provides a cyclical framework to help guide reflective practice.

M e oR l co o l f eet n ds f i

Rather than describing events and situations, the focus of your reflection should be on the effect the experience has had on you, the learning that has occurred and your future learning needs. Jasper (2003) further clarifies Gibbs cycle into simple stages. Stage one: Description of the event - Describe in detail the event you are reflecting on. Include for example where you were; who else was there ; why were you there ; what were you doing ; what were other people doing ; what was the context of the event; what happened; what was your part in this; what part/s did other people play; what was the result? Stage two: Feelings - At this stage try to recall and explore the things that were going on inside your head, i.e. why does this event stick in your mind? Include e.g. how you were feeling when the event started; what you were thinking about at the time; how did it make you feel; how did other people make you feel; how did you feel about the outcome of the event; what do you think about it now? Stage three: Evaluation Try to evaluate or make a judgment about what has happened. Consider what was good about the experience and what was bad about the experience or didnt go so well.

Stage four: Analysis Break the event down into its component parts, so they can be explored separately; what went well; what did you do well; what did others do well; what went wrong or did not turn out as it should have done; in what way did you or others contribute to this.

Stage five: Conclusion - You now have a lot of information on which to base your judgment. It is here that you are likely to develop insight into your own and other peoples behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. During this stage you should ask yourself what you could have done differently.

Stage six: Action plan Plan what you would do if you encountered the event again. Would you act differently or would you be likely to do the same? How will this incident affect your future practice? What additional knowledge and skills do you need to develop?

Getting ready to reflect

Now you are about to begin the process of reflection, there are a key few points that are worth revisiting.

Reflection is an essential skill in healthcare practice and it relates to personal and professional experiences. Your reflections make take place at different times and can be both in and on practice. Reflecting 'in action' is associated with thinking whilst acting- that is 'thinking on your feet'. Reflecting 'on action' on the other hand is looking back on the situation that has occurred. Reflective writing is largely associated with looking back, therefore it is reflecting 'on action'.

What do you reflect on? You can reflect on any theoretical or practice experience within your professional development. These reflections can be of either a positive or negative event and can be: Good examples of your practice. Meaningful events. The value of a clinical skill. An event that frustrated you. An event where you wanted to improve your knowledge. An event that made you happy, sad, distressed, or a moral dilemma.

When engaging in reflection, it is important that you: Be spontaneous. Express yourself freely. Be open to ideas. Choose a time to suit you. Be prepared personally. Choose a reflective model. (Taylor, 2001)