Cycles of Reflection in Nursing

Cycles of Reflection in Nursing Introduction Oelofsen (2012) defines reflective practice as the process in which an individual makes sense of situations, events and actions that occur in the workplace (Natius, 2012). In the light of nursing practice, the concept of reflection plays a critical role by enabling practitioners (nurses) to, competently manage the impactful and precarious nature of care giving (Natius, 2012). According to Keeling and Somerville (2004), reflective practice facilitates the understanding and development of self-awareness, inter-personal skills and also the ability to influence positive change in others (David June, 2004). These skills are key to nurses in mapping out the most appropriate action plans to take in any given situation. Comparative examination of four models of reflection as applied in the context of nursing Gibbs model of reflection is commonly employed in the Health profession because of its clarity and precision (Brock, 2014). It allows for easy description, analysis and evaluation of experiences and thus helps the reflective practitioner (nurse) to, clearly make sense of her experiences as well as examine her nursing practice (Holland Roberts, 2013). Unlike the Gibbs model, the other models, for example, Kolb’s model 1980 and Goodman model 1984 are relatively complex. These models require, to a greater extent, some degree of experience (McKee Eraut, 2012). The Kolb’s reflective model, for instance, is basically hinged on experiential learning that covers four stages (McKee Eraut, 2012). And since experienced nurses have enough experience, they can easily relate to the model and apply it in practice. Model that is best suited for nursing practice John’s model of reflection 1994 is best suited as a tool for the nursing profession. Its structured nature serves as a good platform for a complete assessment of the nursing practice (Rideout, 2001). The questions are excellent cues in prompting particular actions (Driscoll, 2007). This approach is also wholesome in the sense that it explores all the areas of the nursing practice. It examines the practitioner’s experiences, her reflection on the experiences, actions taken by the practitioner and impact of the actions on self (practitioner) and the patient (Mohanna et al., 2011). It also looks at the aspect of the academic sources that may have influenced the decisions made as well as the possible angles to how the situation could have been dealt with differently and how it can be handled in the future (Moon, 2013). Importance of the choice of framework of reflection in encouraging and supporting reflection A desirable framework of reflection is helpful to nurses as it provides a structured process that guides the act of reflecting (Jasper, 2003). The choice of a particular framework of reflection is important because students face different experiences, and so is the need for an appropriate framework to offer the necessary support and encouragement throughout their learning process (Schon, 2008). Critical analysis of all the four models with respect to what is good and bad about them The four models of reflection examined above, all have their strengths and weakness in their application. Below is a table summarizing their strengths and weaknesses. Reflective practice and its use to medical education The ability to reflect plays a critical role in medical education. Reflective practice enables learners in the medical field to clearly understand and develop self-awareness, interpersonal skills and analytical skills (Jack Mezirow, 2011). These skills will come in handy in practice as medical students will be able to handle people (patients) in frontline settings such as a hospital scenario. The importance of students developing a habit of assessing their own learning needs Through self-assessment with regard to learning needs, students are able to constantly identify areas of weakness and improve on them (Earl, 2004). The fact that students are actively engaged in the process serves as a motivation for them and subsequently translates to better outcomes (Bonnie Beyer, 2014). References