Reflective Practice Reid (1994) Gibbs Reflective Cycle

3y ago
118 Views
11 Downloads
226.61 KB
11 Pages
Last View : 15d ago
Last Download : 2m ago
Upload by : Helen France
Transcription

Reflective PracticeReid (1994)Gibbs Reflective CycleWhat happened?(description)What would you do if ithappened again?(action plan)What alternativesdid you have?(conclusion)What were youthinking/feeling?(feeling)What was good/badabout the experience?(evaluation)How can you makesense of what happened?(analysis)ReflectivityThe circular process by which our thoughts affect our actions,which affect the situation we are dealing withand therefore after feedback through the reactions of others involvedwhich can affect how we understand and think about the situation.So we constantly get evidence about how effective or worthwhile our actions are.

What is Reflection?“Learning from experience”(Spalding, 1998)“Thoughtful deliberation”(Tickle, 1994)WHAT IS REFLECTION?“systematic, critical and creative thinking about action with theintention of understanding its roots and processes”(Fish and Twinn,1997)Has 3 Stages: The learning opportunity The information gathering and critical analysis The changed perspective (Spalding,1998)ReferencesSpalding N.J. (1998). Reflection in Professional Development: A PersonalExperience. B.J. of Therapy and Rehabilitation. July 1998, Vol. 5, No. 7.Tickle L. (1994). The Induction of New Teachers. Castell, London.Fish and Twinn (1997). Quality Clinical Supervision in the Health Care Professions:Principled Approaches to Practice. Butterworth Heinemann, Oxford.Further ReadingParham. D. (1987). Towards Professionalism: The Reflective Therapist. Am. J. ofO.T. 41: 555–60.Schon. D. (1991). The Reflective Practitioner. How Professionals Think in Action.Jossey Barr, San Francisco.Alsop. A (2000). Continuing Professional Development: A Guide for Therapists.Blackwell Science, Oxford.

Reflective Learning LogDATE:Consider all these questions in whatever order suits you.What was the event?What was I expecting to learn (if appropriate)?What have I learned?What is significant about this learning for me?How does this learning link to the competencies for my job?How will this learning change my practice?

DATE:What were my feelings about what happened?What went well?What didn’t go so well?What were the feelings of others involved?What evidence do you have?What evidence from research was used?(Jane Williams & Pam Cowley, Mid Devon Working Group Approved DMT Sept 2004)

Model of Structured Reflection[Johns (1992) and Carper (1978)]Cue Questions:1. Description of larifyingDescribe the here and now experienceWhat essential factors contributed to this experience?What are the significant background factors to this experience?What are the key processes for Reflection in this experience?2. Reflection2.1. What was I trying to achieve?2.2. Why did I intervene as I did?2.3. What were the consequences of my actions for: myself? the patient/family? the people I work with?2.4. How did I feel about this experience when it was happening?2.5. How did the patient feel about it?2.6. How do I know how the patient felt about it?3. Influencing factors3.1. What internal factors influenced my decision making?3.2. What external factors influenced my decision making?3.3. What sources of knowledge did/should have influenced my decisionmaking?4. Could I have dealt better with the situation?4.1. What other choices did I have?4.2. What would be the consequences of these choices?5. Learning5.1. How do I now feel about this experience?5.2. How have I made sense of this experience in the light of past experienceand future practice?5.3. How has this experience changed my ways of knowing: empirics?aesthetics?ethics?personal?(Taken from “Centre for Health Education” info RD E(H) April 02)

The Reflective Process —Analysing & Learning from Experience1.Gather the Information 2.The Reflection 3.Describe the incidentExplain the contextTake any relevant clarifying statements from others involvedWhat was I trying to achieve?What were the consequences of my action for the patient, for my colleagues, for me?What do I feel about it?What has been the effect on my colleagues?What factors/previous knowledge may have influenced me?What alternative action could I have taken?The Learning Process How do I feel now?Could I have acted differently?What have I learnt?How will that influence my future practice?What has the incident taught me about my values and/or my belief system?What ethical principles were involved?Once you have completed the process, it would be valuable to evaluate it again, with acolleague or with a professional mentor to clarify the main issues, the learning involvedand the impact on your practice.CHIRS WHITEHEADProfessional Development Co-ordinatorFebruary 1994(Taken from “Centre for Health Education” info RD E(H) April 02)

(More examples of reflective writing formats)Reflection on PracticeDate: 3rd Feb 1995A 50 year old man with CA lung who was not expected to live much longer wassmoking in his room with oxygen. The Consultant had just visited him and told himthat he could continue to smoke in his room. The gentleman was unsafe to be left asevery time he took a puff on the cigarette he collapsed and he still had the oxygenrunning through a nasal cannulae.Description of the experienceI expressed my concerns to the Consultant, my concerns being: There was piped oxygen in the room and there was a high risk that it may ignite. There was a risk to the patient that he may set light to himself or the bed when hecollapsed. There were babies below. There was not enough staff on duty to free someone up to sit with him whilst hesmoked.Once the Consultant had left the ward I took away the cigarettes and lighter and saidthat we would be back every hour to allow him to smoke. The gentleman did not likethis and started calling out and shouting continuously for a lighted cigarette.My decision was to only allow one cigarette an hour as I could only free up a Nurseto sit with him for this period of time. To turn the oxygen supply off whilst thegentleman had the cigarette and to keep the cigarettes in case he tried to light upwhilst there was no one around.What other actions could I have taken? Allowed him to smoke with the oxygen on and without a Nurse present andallowed him to get on with it.The consequence would have been that he may have collapsed without myknowledge and died/caught light to himself. Not to have allowed him to smoke at all taking the cigarettes away from him.The consequence would have been an angry uptight man shouting at the top of hisvoice until I relented or he wore himself out, causing distress to himself and the otherpatients on the ward.

How did I feel at the time? Frustrated that the Consultant put me in such a position and did not seem to thinkof the consequences. Annoyed that my concerns were washed over when I was accountable for thatshift. Powerless to do much about this situation. Determined that whatever I did, I was doing it for the right reasons and hadthought about every possible avenue.What I have learnt from this experience? That you have to act as you see fit when faced with a situation as this one. That you have to take the welfare of the gentleman and others into consideration. That you cannot always expect backing from your Consultant or Nurse in charge. That you, have to take a holistic view point and weigh up all the pros and cons. That you have to stick to your decision if you believe it to be right.Three months laterAfter reflecting on this incident I still believe today that I made the correct decision ofonly allowing this man to smoke when the oxygen was turned off and a Nurse waspresent. It caused him some distress and myself a lot of distress but I feel I had anobligation to safeguard the safety of the other patients and babies in the ward andthe ward below. The gentleman has since died and I wonder sometimes whether Iwas too hard, but as they say you can only do what you believe in and work withinthe confines of the situation, which on reflection I believe I did.(Taken from “Centre for Health Education” info RD E(H) April 02)

Reflective Log from Teignbridge District ModelName:Date of learning event:MeMy experience of the subject prior to the learning experience.FactsHow the knowledge was acquired?What was the nature of the experienceor event? Explain the subject.An account of what happened withoutspecifying what was learnt.Select the part that is significantand/or important.FeelingsWhat aspect of the event went well?What was not so good?

What were my feelings about whathappened?What were the feelings of others?LearningWhat were my desired learningoutcomes?Where does it link in or combine withmy existing knowledge?What have I learnt from the experience?ConclusionsWhat do I need to do next?How can I put my learning intopractice in another situation?

Reflective Learning Log DATE: Consider all these questions in whatever order suits you. What was the event? What was I expecting to learn (if appropriate)? What have I learned? What is significant about this learning for me? How does this learning link to the competencies for my job? How will this learning change my practice?

Related Documents:

reflective practice to achieve effectiveness in a complex work environment. in the following section, reflective practice will be briefly presented. Reflective Practice: An Overview there are many different conceptualizations and ideas about what constitutes the theory of reflective practi

Reid BraceSet Bracing Anchor 52 Reid Footed Bracing Ferrule and Coil Bolt 53 RapidBrace 54 Reid Shims 55 Architectual Solutions 56 Graphic Concrete 58 . If your business is lifting precast concrete, the range of products offered by Reid is the most comprehensive, researched and tested by any Australian supplier.

Reflective practice is different to the everyday thoughtful action, or reflection on the go: Thoughtful Action Reflective Practice . 2016 Person Centred Practice Across Cultures 8 Fig 2: Reflective Practice Key Questions: Like everything, it takes practice to get used to asking yourself these types of

Mental Health Nursing Assignment Sample www.newessays.co.uk 1.0 Introduction The following piece takes the form of a reflective analysis of personal development, using the Gibbs' (1988) Reflective Cycle as a model. The Gibbs' cycle can be represented as is shown in figure 1. The 'Reflective Cycle' part of this piece follows

8.2 THE PARTIAL MOLAR GIBBS ENERGY AND THE GENERALIZED GIBBS-DUHEM EQUATION Since the Gibbs energy of a multicomponent mixture is a function of temperature, pres-sure, and each species mole number, the total differential of the Gibbs energy function can be written as G dG T

entropy is additive :- variational problem for A(q) . Matrix of Inference Methods EP, variational EM, VB, NBP, Gibbs EP, EM, VB, NBP, Gibbs EKF, UKF, moment matching (ADF) Particle filter Other Loopy BP Gibbs Jtree sparse linear algebra Gaussian BP Kalman filter Loopy BP, mean field, structured variational, EP, graph-cuts Gibbs

SdT Vdp Nd 0 or d sdT vdp the Gibbs-Duhem relation (1.3.15) One cannot vary T, pand independently. The Gibbs-Duhem relation gives the variation of one in terms of the variation of the other two. If Tis varied by dT, and pis varied by dp, then we cannot vary independent but d is determined by the Gibbs-Duhem relation.

“Explosive, thrilling, action-packed – meet Alex Rider.” Guardian “Horowitz is pure class, stylish but action-packed being James Bond in miniature is way cooler than being a wizard.” Daily Mirror “Horowitz will grip you with suspense, daring and cheek – and that’s just the first page! Prepare for action scenes as fast as a movie.” The Times “Anthony Horowitz is the .