Published January 14th by Routledge first published December 9th More Details Other Editions 1. Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Teaching and Learning Through Reflective Practice , please sign up. Lists with This Book. This book is not yet featured on Listopia.
Reflective Practice for Healthcare Professionals: A Practical Guide
Community Reviews. Showing Rating details. Sort order. Mar 31, Frank Rodrigue rated it really liked it. This book is interesting for anybody that knows already a bit about reflective practice. In fact, I think it is already a significant change in perspective to go from a deficit-based to a strengths-based approach that if the reader has not any preconceived notion of reflective practice, this book will be too much to handle at once.
Not that the writing is complex or anything, but more that to fully grasp the new perspective, it requires a certain set of pre-acquired knowledge. Very interesting re This book is interesting for anybody that knows already a bit about reflective practice.
Allied health professionals bodies have given recognition to continued professional development and stated that it is fundamental to the development of all health and social care practitioners and to the enhancement of quality patient care within the MDT . Reflection gives you the opportunity to advance your knowledge and help understand what you have learned and how you will apply this learning in the future. The content on or accessible through Physiopedia is for informational purposes only. Physiopedia is not a substitute for professional advice or expert medical services from a qualified healthcare provider.
Read more. Search Search. Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of his or her work.
Earlier in the 20th century, John Dewey was among the first to write about reflective practice with his exploration of experience, interaction and reflection. Central to the development of reflective theory was interest in the integration of theory and practice, the cyclic pattern of experience and the conscious application of lessons learned from experience. Since the s, there has been a growing literature and focus around experiential learning and the development and application of reflective practice.
As adult education professor David Boud and his colleagues explained: "Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning.
When a person rethinks or retells events, it is possible to categorize events, emotions, ideas, etc. Stepping back from the action permits critical reflection on a sequence of events. The emergence in more recent years of blogging has been seen as another form of reflection on experience in a technological age. Many models of reflective practice have been created to guide reasoning about action.
Terry Borton's book Reach, Touch, and Teach popularized a simple learning cycle inspired by Gestalt therapy composed of three questions which ask the practitioner: What , So what , and Now what? Subsequently, practitioners reflect on ways in which they can personally improve and the consequences of their response to the experience.
Borton's model was later adapted by practitioners outside the field of education, such as the field of nursing and the helping professions. Learning theorist David A. Kolb was highly influenced by the earlier research conducted by John Dewey and Jean Piaget. Kolb's reflective model highlights the concept of experiential learning and is centered on the transformation of information into knowledge.
This takes place after a situation has occurred, and entails a practitioner reflecting on the experience, gaining a general understanding of the concepts encountered during the experience, and then testing these general understandings in a new situation.
In this way, the knowledge that is formed from a situation is continuously applied and reapplied, building on a practitioner's prior experiences and knowledge. Their theory was built around the recognition and correction of a perceived fault or error. Double-loop learning involves the modification of objectives, strategies or policies so that when a similar situation arises a new framing system is employed.
Schon advocated 2 types of reflective practice. Firstly, reflection-on-action, which involves reflecting on an experience that you have already had, or an action that you have already taken, and considering what could have been done differently, as well as looking at the positives from that interaction. The other type of reflection Schon notes is reflection-in-action, or reflecting on your actions as you are doing them, and considering issues like best practice throughout the process.
Doubt brings about a way of thinking that questions and frames situations as "problems". Through careful planning and systematic elimination of other possible problems, doubt is settled, and people are able to affirm their knowledge of the situation.
Then people are able to think about possible situations and their outcomes, and deliberate about whether they carried out the right actions. Learning researcher Graham Gibbs discussed the use of structured debriefing to facilitate the reflection involved in Kolb's experiential learning cycle. Gibbs presents the stages of a full structured debriefing as follows: .
Beginning Reflective Practice: Foundations in Nursing and Health Care Series
Gibbs' suggestions are often cited as "Gibbs' reflective cycle" or "Gibbs' model of reflection", and simplified into the following six distinct stages to assist in structuring reflection on learning experiences: . Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice.
Johns highlights the importance of experienced knowledge and the ability of a practitioner to access, understand and put into practice information that has been acquired through empirical means. Reflection occurs though "looking in" on one's thoughts and emotions and "looking out" at the situation experienced.
Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Johns' model is comprehensive and allows for reflection that touches on many important elements. Adult education scholar Stephen Brookfield proposed that critically reflective practitioners constantly research their assumptions by seeing practice through four complementary lenses: the lens of their autobiography as learners of reflective practice, the lens of other learners' eyes, the lens of colleagues' experiences, and the lens of theoretical, philosophical and research literature.
It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run. Reflective practice has been described as an unstructured or semi-structured approach directing learning, and a self-regulated process commonly used in health and teaching professions, though applicable to all professions.
Professional associations such as the American Association of Nurse Practitioners are recognizing the importance of reflective practice and require practitioners to prepare reflective portfolios as a requirement to be licensed, and for yearly quality assurance purposes. The concept of reflective practice has found wide application in the field of education, for learners, teachers and those who teach teachers.
Hadiya Habib assert that there is one quality above all that makes a good teacher -the ability to reflect on what, why and how we do things and to adopt and develop our practice within lifelong learning.
Reflection is the key to successful learning for teachers and for learners. Students can benefit from engaging in reflective practice as it can foster the critical thinking and decision making necessary for continuous learning and improvement. When teachers teach metacognitive skills, it promotes student self-monitoring and self-regulation that can lead to intellectual growth, increase academic achievement, and support transfer of skills so that students are able to use any strategy at any time and for any purpose.
Students who have acquired metacognitive skills are better able to compensate for both low ability and insufficient information. The concept of reflective practice is now widely employed in the field of teacher education and teacher professional development and many programmes of initial teacher education claim to espouse it.
There is broad consensus that teaching effectively requires a reflective approach. Reflecting on different approaches to teaching, and reshaping the understanding of past and current experiences, can lead to improvement in teaching practices.
How to Run Reflective Practice Groups: A Guide for Healthcare Professionals - CRC Press Book
As professor of education Barbara Larrivee argues, reflective practice moves teachers from their knowledge base of distinct skills to a stage in their careers where they are able to modify their skills to suit specific contexts and situations, and eventually to invent new strategies. According to physiotherapists Colin Paterson and Judith Chapman, reflection or learning from experience is key to staying accountable, and maintaining and developing aptitude throughout a teacher's practice.
It is argued that, through the process of reflection, teachers are held accountable to the standards of practice for teaching, such as those in Ontario : commitment to students and student learning, professional knowledge, professional practice, leadership in learning communities, and ongoing professional learning.
For students to acquire necessary skills in reflection, their teachers need to be able to teach and model reflective practice see above ; similarly, teachers themselves need to have been taught reflective practice during their initial teacher education, and to continue to develop their reflective skills throughout their career. However, Mary Ryan has noted that students are often asked to "reflect" without being taught how to do so,  or without being taught that different types of reflection are possible; they may not even receive a clear definition or rationale for reflective practice.
Some writers have advocated that reflective practice needs to be taught explicitly to student teachers because it is not an intuitive act;   it is not enough for teacher educators to provide student teachers with "opportunities" to reflect: they must explicitly "teach reflection and types of reflection" and "need explicitly to facilitate the process of reflection and make transparent the metacognitive process it entails".
Rod Lane and colleageues list strategies by which teacher educators can promote a habit of reflective practice in pre-service teachers, such as discussions of a teaching situation, reflective interviews or essays about one's teaching experiences, action research, or journaling or blogging. Neville Hatton and David Smith, in a brief literature review, conclude that teacher education programmes do use a wide range of strategies with the aim of encouraging students teachers to reflect e. The implication of all this is that teacher educators must also be highly skilled in reflective practice.
Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggest that teaching how to reflect requires teacher educators to possess and deploy specific competences. Many writers advocate for teacher educators themselves to act as models of reflective practice. Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurs that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher education with "a muddled and negative view of what reflection is and how it might contribute to their professional learning".
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