Saturday, February 2, 2019
Reflective Practice Nursing :: Reflective Practice Nursing
ReflectionThere atomic number 18 many definitions in the publications of construction, most however agree that it is an energetic, conscious function Reflection is lots initiated when the individual practitioner encounters some problematic aspect of practice and attempts to claim sense of it.Dewey Dewey (1933) defined reflection asAn active persistent and sure consideration of any belief or supposed form of companionship in the light of the grounds that support it and the further conclusion to which it tends.Dewey worked as an educationalist and interrupted his concept of reflective practice and reflection through and through experiential study theories. He concluded in his work that the lie with the individual lives through can be described as a dynamic continuum - and that each contract influences the quality of future experiences.Boud - the learners point of pictureBoud et al (1985) take a different perspective and define it asA generic term for those intellectual a nd effective activities in which individuals occupy to explore their experiences in order to lead to a new fellow feeling and appreciation.Boud and his co-writers view reflection from the learners point of view. They emphasise the relationship of the reflective process and the learning experience against what the learner can do.Schn - types of reflectionSchn (1987) in his work identifies two types of reflection, these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be able to apply known theories or techniques previously learnt through dinner gown education.OthersGreenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schns work as they fail to follow their own recommendations. This, she argues, has resulted in the implementation and prescription of dubious strategies for t he promotion of what Schn refers to as educated professional artistry. Often formal education cannot answer the complex questions of clinical practice and there remains a gap in knowledge gained. Schn, however, argues that wisdom can be learnt by reflection on dilemmas that are encountered in practice and that by using reflection-on-action practitioners can continue to develop their practice.Reid (1993) in her definition also noted reflection as an active process rather than passive thinking. She statesReflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.Kemmis (1985) agrees with Reid that the process of reflection is more than a process that focuses on the head.