Reflective Caring

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With the help of hindsight how would you have managed the situation differently? Think about what factors you could have influenced: is there anything you could have tried that may have improved the situation, or is there anything you did that was particularly important in the situation? It is easy to remember the things that you did not do and it is often the things that you did well that are forgotten. This is arguably the most important stage in reflecting.

You need to pull together everything you have thought of before to learn, change your own practice, and improve 3. Do not only think about what you would do differently in that specific situation, but think whether you have thought of any transferable knowledge or skills you can utilize elsewhere.

Using Gibbs: Example of reflective writing in a healthcare assignment

For example: if you reflect on a postprocedural complication do not only think of how you would manage this again but also how you would prevent it happening if you performed the procedure yourself! If you are a part of a well-led cardiac arrest do not think only of what you would do next to help, but also how you would lead an arrest in the future, or even how you would lead a team in any other situation!

Test your reflections: When comparable situations happen again, do things change as you would expect them to? This is a chance to repeat the reflective cycle to refine and develop your understanding. As mentioned previously most people see reflective practice as a tick box exercise, but it does not have to be. Over the next day take note of any interesting situations that arise. Later in the day try mentally reflecting, following this framework, and if you think any will be particularly useful to you write them down.

If you try this for a week you will begin to see similar situations arising and how your reflective practice is positively affecting you. Reflect on situations that you have witnessed to work out why things happened as they did, and how this can influence you. It can be useful to take these reflections for peer or senior review: others may be able to draw light on things you have not noticed. This can allow you to recognize points for improvement and work on them. This can also be a useful learning opportunity for the other involved!

I was involved in a patient confrontation; the patient was unhappy with her hospital stay and wanted to be discharged home.

Unfortunately she required a package of care and so could not be discharged. I explained this and she returned to her bed. I was happy I had explained everything to her and continued with my other jobs. I was involved in a patient confrontation; an elderly patient was unhappy with hospital stay and wanted to be discharged home. She was under our general surgical team for a head injury and observation after a normal CT head.

She had been seen on our ward round and told that she was medically fit for discharge but still awaiting social services: her house had been reviewed and deemed unsafe so she was waiting for banisters to be installed. The issue was raised with me by chance as I was doing other things on the ward. I explained this to her and although she remained annoyed I was able to make her understand what the delay was and she returned to her bedside.

She did not seek further clarification that day. At the time I felt rushed and frustrated. I had a lot of other work to be done and this was distracting from that. She had already been told she was waiting for social services in the morning. I understood why this was difficult for her but did not think I would be able to do anything to help. The morning ward round was quite rushed and so our explanation was limited to telling her we were waiting for social services. I can understand from her point of view this may have meant very little, and so my explanation of what exactly we were doing may have relieved some frustration.

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Having been waiting up to this point, it is no surprise she continued to be angry but may have been accepting of this plan. I think my explanation was very good, and the patient seemed happy with this, although I did not give a rough idea of how long this would take. It may have been useful to have spoken to the sister in charge to ask for what progress had been made to feed back to the patient. Also I did not ask her whether she was happy with this explanation: I may have been able to satisfy her frustration further by answering a few more questions or even recognize any other issues at home that may need addressing before discharge.

Although the information given in the ward round was correct, it was not understandable to the patient. If this had all been quickly clarified in the morning, the patient would have been happy throughout the day and not caused a problem later on. I think that the route problem in this situation was our explanation on the morning ward round.

Adolescent and Predictable and Unpredictable Elenents of This Transition and Associated Life-Stage

What would you do differently next time? Formal reflection which includes reflection for revalidation With the mandatory requirement from the Nursing and Midwifery Council NMC to revalidate every three years, the need to provide five reflective accounts has become compulsory. NMC reflective account template Describe the nature of the CPD activity or practice-related feedback or event or experience This was an experience from my practice where I had a consultation with a patient. How did you change or improve your practice as a result? How is this relevant to the Code one or more theme from the code?

This is relevant to: Prioritising people 2 Listen to people and respond to their preferences and concerns. To achieve this, you must: 2. Practise effectively 6 Always practise in line with the best available evidence. To achieve this, you must: 6. Recording reflections Whether you prefer to reflect formally or informally, it is best to record reflections on a regular basis as it can be easy to forget details over time.

When reflecting there are a few key things to consider: Make time to reflect. Value the benefits it may bring to your practice. Use a structure only if you feel comfortable doing so. Write notes — even if these are short, bullet points and in informal language, that is fine Using tools such as a reflective diary can allow you to see how you have developed both personally and professionally. Open University Press; 2 Taylor J.

Revalidation Reflection. Nursing Management ; 5 Nursing and Midwifery Council. URL topic: professional. Related news Jo Churchill. Promoted stories. Comments 0.

Reflective Care Limited

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NMC failing to meet core fitness to practise standards, says watchdog. Why is uptake of the measles vaccine so low? Half of health visitors working with caseloads above recommended level. Practice nurses appointed as clinical directors of primary care networks. Facebook Twitter Instagram. These dimensions include a variety of factors ranging from teachers own experience as language learners, personality factors, their previous professional experience and principles based on certain methods and beliefs about learning and teaching, their attitude towards teaching as a profession or even about how the curriculum is implemented in the institution.

This should be an ongoing dialectic approach because all the above are more likely to change through the years.

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Are theories a panacea for everything happening in our classes? Can we predict that our students will react in the same way to the most praised theory?

We wish they would. However, the only thing we can do is to study a theory, use it as a general guideline and examine whether it can be applicable in one of our classes, with some of our students. The idea of one and the same approach for everyone does not work. Therefore, constructive reflection can also narrow the gap between theory and practice and as a critical thinking mental process can lead to a synthesis of theory and practice and to the evaluation of how theory can be applicable in a variety of educational environments.

When the lesson is in progress we often have to make alterations to our original lesson plan because it is not working!! The point is that we must be constantly aware of what is happening during our lesson in class in action reflection and flexible enough to apply a plan B. Although the in action reflection helps us keep track in real time with what is happening in our class, it is the on action reflection that feeds future lesson planning with invaluable information and leads to continuing professional development.

Scales, P. It is the actually sharing and discussing with ourselves what we did in our classes. If teachers want to adopt a reflective ethos, they must make a commitment to a systematic process of collecting, recording and analyzing data and their thoughts about their practices Farrell, T. Daily communication with colleagues is in the core of sharing experiences with them. On top of that, conventions offer an extra opportunities to meet many educators from a range of educational backgrounds and discuss a variety of approaches and practices. Plenary speakers are always so important for their invaluable insight but sharing with teachers is where the heart of education beats!

During my talk about reflection in Thessaloniki the colleagues who attended my presentation shared with us such interesting ideas derived straight from their own personal teaching experience. They actually offered themselves as study cases sharing their own ideas about on action-reflection and how this has made them better educators.

Another teacher, who keeps a teaching diary, used to complain in his entries that every evening he returned home with his hands and clothes full of chalk powder. One day he realized that this entry was so repetitive and then he thought that he had been using the board more than he should in a rather teacher centred, non communicative lesson and obviously having his back turned to his students most of the time!