The Introduction To The Reflective Practice Education Essay

The mental institution To The Reflective Practice Education EssayIntroductionJohns and Freshwaters (1998) define fallion as accessing and looking back into previous experiences helping to develop tacit and transcendent knowledge. thoughtfulness as having to develop tacit and intuitive knowledge as defined by Johns and Freshwaters (1998) mover having a common understanding closely something with being sensitive to links with previous knowledge and experiences. Ghaye and Lillyman (2000) in addition defined grammatical construction as a transformative process that changes or alters single(a)s and their motives. Reflection is also a route to reach awareness of how and why things have happened as state by Johns (2002). Bout et al (1985) as yet gave a more(prenominal) in depth definition of what reflection is, they suggested that reflection in the context of encyclopaedism is a generic term for those intellectual activities in which individual engage in on a daily basis to ex plore their experiences that allow for lead them to overbolder understandings and appreciations of what they have done. Moon (1999) concluded that reflection appears to be the engine that shifts marking into fatheaded learning and that reflection transforms intimate in action into knowledge in action as stated by Moon (1999) and Schon (1983). Baird and Henderson (2001) hencece argued that this occurs because reflection allows an individual to gain the neat perspective on the field of action and to attain the understanding of the change in practice required.Reflection is also the process of reviewing an experience in order to describe, analyse, evaluate and so inform learning nearly practice as defined by Reid (1993). Reflection in the context of learning helps us to learn and grow and develop within ourselves. He also believes that reflection is an active process that requires self-control and possession for it to be focuse on one direction that could lead to personal devel opment in practice. accomplishment rat be defined as multi-dimensional in terms of where and how it takes place and yet, learning is also a very individual process and what is carried forward by an individual is what can simply be sincerely yours be gauged by the learner. West et al. (2007) defines lifewide learning as a form of learning that is non only limited to the classroom, barely also extends into many other areas of life. This means that we dont just learn in classrooms but we also learn by the experiences we go through in our lives. This is where reflection comes into relation as a way of learning as Moon (1999) concluded that reflection appears to be the engine that shifts learning into deep learning. Lifelong learning also refers to a process of learning that continues across our lives (Jarvis, 2004). This means that, we never fracture learning as we grow older and that we learn different things as each day comes. In relation to nursing, lifelong learning is a profe ssional reality for nurses and other health care professionals because the healthcare and the technologies that acquit it are constantly evolving. Because of this, learning in the healthcare industry often takes place in the form of practice development and professional development (Mason and Whitehead-Mason, 2008).Many mystifys have been introduced to aid people to reflect effectively with positive results. Taylor (2000) suggested that reflection requires effort that utilises the qualities of determination, courage, and a sense of humour in order to be able to deal with what an individual might find out. This means that an individual reflecting into something must possess these qualities in order to establish an effective outcome. For that, there have been many broody models that have been introduced to suit the reflector. development a model helps an individual to identify key peaks of his or her pondering learning and the structure can help the individual to keep going whe n he or she is dealing with complex emplacements. It is then of import to choose what model suits the individuals needs and that he or she might find it easy to use.Reflective cycles affirm the possibility to connect what has been learned from one experience with another. One of the most widely used reflective cycles is Gibbs (1998) reflective cycle. The cycle outlines specific steps to guide the learning individual through different processes. The number one step of the cycle is to ask the learner to describe an grammatical case that has happened which then leads on the second degree where the individual thinks about how he or she felt during the event relating to what has been described in the first stage, by acknowledging the emotions involved during the event, the learner will be able to consider processes such as how to deal and make do with emotions in difficult positions that may be aroused by caring work and learning. Thirdly, the learner then evaluates the event or a ctivity whether it was good or bad and what steps needs to be considered undermentioned the event. Evaluation also allows the learner to begin thinking about what are the main issues that needs to be resolved. This stage can then lead the learner to analyse in greater exposit by considering what knowledge is for sale or might need to be real, and what other choices might have been available in the given event or situation and the possible consequences if one of those choices had been chosen instead. The analysis of the event will help the learner to critically think about what has really happened and what steps should be make in order for him or her to solve the given situation and to reflect upon on. Given the analysis of the situation or event, this stage will help the learner to make sense of what has happened which will lead to the stage of coming up with a conclusion from what they have thought about during the whole process. The conclusion will ask the learner what other s teps could have been done to improve the given event or situation which will then lead to an action plan.Another model that can be used in reflection is Driscolls (2007, p44.) reflective cycle. Driscoll developed Bortons (1970) 3 stem apparent motions what?, so what?, and what now?. He matched the troika questions to the stages of an experimental learning cycle and this cycle views reflection as a process of interrogating. These three questions underwrite the need to be clear in the interpretation, interrogation and presentation of learning through reflection. By using this model of reflection, the learner will then ask him or herself three simple questions. The first question or the what stage will always refer to being able to describe the given situation in words. Some trigger questions maybe what happened? or what was my reaction to the event or situation?. The following(a) stage is the so what stage where the learner begins to analyse the important aspects of the given sit uation and experience from which new findings can be made. And the final question is the what now? stage where the individual proposes new actions based on the findings that was found in the second stage which may be reworked in multiple different situations. This model of reflection is simple but effective because it is easy to remember three simple questions and can soft be asked as a part of most conversation amid individuals within practice (Jasper 2003).Johns (2004) developed a model for structured reflection. This identifies how an individual might want to examine his or her experience more extensively and in greater depth in order to really learn from it. The models starting shoot down is the creation of a space for reflection which means stilling the mind so it can focus. The model then encompasses a number of reflective cues or questions in which the practitioner or individual is asked to think about in the course of reflecting on a given situation. The cues are aesthetic s, personal, ethical, empirical and reflexive aspects. Aesthetics relates to how the individual feels about, responds to and perceives the situation and those involved. Personal aspects explore what from the person was influencing them. Ethics refers how actions are related to ethical guidelines and beliefs. Empirics are touch on with what knowledge is used and lastly, reflexivity relates to how experiences are connected and the possibility of given alternatives to doing things differently.Reflective PracticeSchon (1991) set reflective practice as an important aspect of the learning life of professionals. Rolfe (1998) also defined reflective practice as a process that develops understandings of what it means to be a practitioner and makes the link between theory and practice through the practitioner consciously thinking through the individuals experience as stated by Jasper (2003). This concept is particularly important for practitioners to aid the development of a clearer underst anding of their position and support the learning and developing of new skills, with this context, reflection occurs within the experience or by looking win back at the previous experience. This is where the idea of reflective practice comes in hand. Schon (1991) identified these concepts and ideas as reflection in action and reflection on action. Reflection in action is defined as knowing what to do and making a difference within a given situation whereas reflection on action is referred to as examining some of those in moment decisions for the possibility of differing choices. Reflective practice requires careful good will of knowledge and ideas and also, reflective practice considers practice as a holistic entity that cannot be always be rationalised as holism means looking at the wider picture and going in greater detail with it. This therefore concludes that reflective practice is based on an individuals own experiences and intuitive learning. Knowledge derived from practice does not always add up to professional knowledge unless it has been reflected on for its significance (Eraut, 1994).