Reflective Practice Flashcards
“Who Am I?”
- What do others see?
- What do others perceive?
- How might this affect me?
- What are my values and
beliefs? - How do these influence me
as a person? - How do these influence me
as a professional?
Values and Beliefs
- A value is an underlying and guiding principle.
- Built from family, cultural, educational and life experiences - some of which we are
more aware of than others. - For example: Compassion, loyalty
- A belief, like a value, is a principle but it is held as true - a thought or idea
that we no longer question e.g “lying is bad”. - It is important to recognise that the values and beliefs we hold may differ
from those of our colleagues. - Once you have clarified your own values, it is easier to recognise the
values and beliefs that others hold. - We each have different ‘priorities’ in our lives.
Values and Beliefs (2)
From the words below pick 10 values that you feel are most
important to you. If there is something not included, then feel free
to add it. Prioritise these and write them down.
Values and Beliefs (2)
Cooperation Achievement Wealth
Peace IntelligenceCreativity Individuality
Advancement Competency Vitality Courage
Honesty Credibility Equality Freedom
Generosity Efficiency Flexibility Pride
Recognition CommunityDependability Spirituality
Security Loyalty Affection Innovation
Ambition Responsibility Self-respect Love
Respect Integrity Accomplishment Wisdom
Learning Independence Power Order
Everyone has different beliefs and values…
- These values/beliefs can
influence your perception of
other people, your patients
and your professional
practice. Consider: - How do I ‘see’ others?
- How do I ‘perceive’ others?
- How do I make sense of what I
am seeing and perceiving? - Am I aware of the influence of
my values and beliefs?
Reflection
- “Reflection is a process which
helps you gain insight into
your professional practise by
thinking analytically about any
element of it” (HCPC, 2021).
Reflection (2)
- Reflection may “bring
experiences into focus from as
many angles as possible:
people, place, relationships,
timing, chronology, socio-
political context… seemingly
innocent details may prove to
be key” (Bolton, 2014, p. 7)
Critical Reflection
‘A critical reflective
practitioner attempts to
understand the heart of their
practice ….. the more you
know, the more you know you
do not know.’ (Bolton, 2014,
p.12)
Critical Reflection (2)
- ‘the desire to approach all
aspects of life with the same
spirit of enquiry: seeking to
understand more deeply the
underlying values and
reactions to the everyday as
well as to professional
practice.’ (Gardner, 2014, p.3)
Learning from Reflection
- Helps blend theory and
practice - Validates knowledge, skills and
experience used in practice. - Helps determine your own
learning rather than just the
‘set path’ - Challenge dogma/traditional
practice through inquiry into
professional practice.
(Thompson and Pascal, 2008)
Potential Reasons for Reflection
- “I don’t know”
- Expectations of practice
- Service-user involvement (e.g. interaction with patient)
- Performance- related drivers/training (e.g. gaining competency)
- Professional Codes of Conduct
- Professional Debates
- Interprofessional Working
Types of Reflection (Schon, 1983)
Reflection
-In-Action
*Associated with the experience of “surprise”
*Professionals reflect on unexpected experiences and
conduct experiments
*Provides a new understanding of the experience and
change in the situation
*E.g. modifying your imaging technique after getting the first
exposure incorrect
Reflection
-On-
Action
*Involves reflecting on an experience or situation after it has
occurred
*Explore what happened in that situation, why you acted as
you did, whether you could act differently.
*Good for examination of alternative ways to improve
practice
*E.g. thinking of an interaction with a staff member/service
user.
Recording Reflection
- “Recording”- Indicates reflection ON action, not IN action.
- There is no “one size fits all” when it comes to reflection.
- Find out what works best for you.
- Although there are requirements to submit reflective
reports/logs/cycles on the programme, try other ways that might
work for you.
Reflective Models- Look Familiar?
gibbs reflective learning cycle
description - describe what happened
feelings - what are you thinking
evaluation - what was good and what was bad
analysis - what sense can you make of this situation
conclusion - what else could you have done
action plan - if it arose again what could you do
Reflective Models- Rolfe et al. (2001)
- What?- What is the situation?
What is my role in the
situation? What did I
do/others respond? What
were the consequences? - So What?- What does this tell
me, suggest or imply? What
went through my mind when I
acted? What knowledge do I
have about this? What could I
do better?
Reflective Models- Rolfe et al. (2001) (2)
- Now What? – What do I do to
make things better? How do I
improve the situation? What
would I do next time the
situation arises?
