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Reflection: Education and Reflective Practice

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Reflection: Education and Reflective Practice
The aim of this assignment is to give a reflective account on group presentation and the peer assessment process as well as the development of a personal action plan. It would involve using ‘The What? Model of Structured Reflection’ (Driscoll 2007) to analyse the experience of using a group designed assessment tool to assess my peers and the experience of being peer assessed. Additionally, experience of completing a group presentation would be reflected upon. A personal action plan which identifies areas for personal development and the designed assessment tool is attached as appendix 1 and 2 respectively.

Reflection entails reviewing experience from practice so that it may be described, analysed, evaluated and consequently used to inform and change future practice in a positive way (Bulman and Schutz 2013, p6). Reflection could be (Oelofsen 2012, p4) in real time (reflection in action) or retrospectively (reflection on action). Several authors (Jay and Johnson 2002; Taylor 2006) have suggested the use of frameworks to guide students undertaking reflective writing. However, John (cited in Bulman and Schutz, 2013, p118) cautions that reflective frameworks are guides rather than a rigid prescriptive format. Jasper (2006) also warns that frameworks come with the author’s perspective and values base and leads reflectors in a specific direction. It is therefore imperative to be critical of the model of choice and adjust the framework to suit ones purposes so that it can be used effectively.

Numerous frameworks for facilitating reflection are utilised in nursing (Doel and Shardlow 2009, p42) such as Gibb’s Reflective Cycle (1988) and John’s Model of Structured Reflection (1995). Following critical analysis, ‘The What? Model of Structured Reflection (Driscoll 2007) consisting of three simple questions; What?, So what? and Now what?, each with sub questions was chosen. The rationale for this choice is that this framework is comparatively simple (Howatson-Jones



References: Bulman, C. & Schutz, S. (2013). Reflective Practice in Nursing. (5th Ed). Oxford: Blackwell Publishing. Dix, G Doel, M. & Shardlow, S.M. (2009). Educating Professionals: Practice Learning in Health and Social Care . Surrey: Ashgate Publishing limited. Driscoll, J. (2007). Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. (2nd Ed). Edinburgh: Bailliere Tindall Elsevier Gibbs, G Hargreaves, E. (2007). ‘The validity of collaborative assessment for learning’. Assessment in Education : Principles, Policy and Practice. 14 (2), p185–199 Hinchliff, S Howatson-Jones, L. (2011). Reflective Practice in Nursing. Exeter: Learning Matters Ltd. Jasper, M. (2003). Beginning Reflective practice. Cheltenham: Nelson Thornes. Jasper, M. (2006). Professional Development, Reflection and Decision-Making. Oxford: Blackwell Publishing. Jay, J.K. & Johnson, K.L. (2002). ‘Capturing complexity: a typology of reflective practice for teacher education’. Teaching and Teacher Education. 18, p73-85. Johns, C. (1995). 'Framing learning through reflection within Carper’s fundamental ways of knowing in nursing '. Journal of Advanced Nursing. 22(2), p226-234 Markham, T Oelofsen, N. (2012). Developing Reflective Practice: A Guide for Health and Social Care Students and Practitioners. Banbury: Lantern Publishing. Oelofsen, N. (2012). ‘Using reflective practice in frontline nursing’. Nursing Times; 108, (24), p22-24. Quinn, F.M Somerville, M. & Keeling, J. (2004). ‘A practical approach to promote reflective practice within nursing’. Nursing Times. 100 (12), p42-45. Taylor, B. (2010). Reflective Practice for Healthcare Professionals. (3rd Ed). Maidenhead: Open University Press. Taylor, B.J. (2006). Reflective Practice: A Guide for Nurses and Midwives. (2nd Ed). Maidenhead: Open University Press. Welsh, I. & Swann, C. (2002). Partners in Learning: a Guide to Support and Assessment in Nurse Education. Abingdon: Radcliffe Medical Press.

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