Reflection and Reflective Practice Sanjeev Sharma

Reflection and Reflective Practice

Sanjeev Sharma


• 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.

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)

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.

Educational Theories of LearningKolb’s Learning Cycle

Concrete Experience

Conceptualization

Reflection

Experimentation


Why Reflect ?

• Approaches to Learning

• Achievement of Expertise


Approaches to LearningSurface Learning Deep 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.

Knowledge Understanding

Reflection and Reflective PracticeAchievement of Expertise1. 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.


Models of Reflective Practice

• Gibbs Model

• Peters DATA model

Gibbs reflective cycle

Description Of what happened

FeelingsHow did you feel at the time of the

incident?

Action planWhat will you do

next time?

EvaluationWhat was good

and bad about the event?

AnalysisWhat are your thoughts now?

ConclusionsOther actions you could have taken?


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


Strategies for Reflective Practice

• Portfolio• Discussion group• Essay writing• Critical incident Analysis


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.


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.


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.


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.

Further Reading

• Educational theories of learning– Behaviourist– Cognitive– Social

• Constructivism– Andragogy– Experiential Learning

Documents

Reflection and Reflective Practice Sanjeev Sharma