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studySMART@GCU

studySMART@GCU. Reflective assessments. studySMART@GCU. Today’s Session. What is reflection and why should I use it? Reviewing different reflective models. Reflective writing Using placement experience in assessments (linking practice to theory). studySMART@GCU. Reflective assessments.

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studySMART@GCU

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  1. studySMART@GCU Reflective assessments

  2. studySMART@GCU Today’s Session • What is reflection and why should I use it? • Reviewing different reflective models. • Reflective writing • Using placement experience in assessments (linking practice to theory)

  3. studySMART@GCU Reflective assessments What is reflection?

  4. studySMART@GCU Reflective assessments What is reflection and why do I need to use it? • Helps students and practitioners make explicit links between theory and practice • Many different definitions • Essentially, refers to learning from experience and using that learning to improve your practice in the future • ERA cycle • Schon’s (1983) reflection-in-action and reflection-on-action

  5. studySMART@GCU Reflective assessments What is reflection and why do I need to use it? • A key component of Kolb’s learning cycle. • A way of problem solving for everyday practice • Encourages students to think critically.

  6. studySMART@GCU Reflective assessments Gibbs’ Reflective Cycle (1988)

  7. studySMART@GCU Reflective assessments Johns’ Model of Structured Reflection (2000) • Looking in • Find a space to focus on self • Pay attention to your thoughts and emotions • Write down significant thoughts and emotions • Looking out • Aesthetics: What was I trying to achieve? Why did I respond as I did? • Personal: Why did I feel the way I did within this situation? • Ethics: Did I act for the best? (ethical mapping) • Empirics: What knowledge did or could have informed me? • Reflexivity: Does this situation connect with previous experiences? How could I handle this situation better?

  8. studySMART@GCU Reflective assessments Rolfe’s Framework for Reflective Practice (2001) • What? • So what? • Now what?

  9. studySMART@GCU Reflective assessments In pairs: Please read the extracts and discuss: - What the strengths of the texts are – do you think they are reflective? - How do they differ from other types of writing? - How effective have the authors been in applying their chosen models of reflection? - What things might they learn from their experience to improve their future practice?

  10. studySMART@GCU Reflective assessments • Reflective Writing • Different to other forms of academic writing. Switch from 3rd to 1st person for example. • Develop style of writing that uses ‘I’ and personal experience. • Might feel strange at first. You may not be used to writing about your feelings or actions. • Will take practice. • Experiment with different models of reflection.

  11. studySMART@GCU Reflective assessments • Reflective Writing • But it is still academic. • It is not a diary entry, blog or email to a friend. • It is not simply a description of events. Reflection is in the analysis of those events. It is the considered exploration of your own role in the experience. • it should not be chatty in style. • It should still contain a clear introduction, a main body, and a conclusion. • It may even include evidence and references. • It should be clearly linked to theory. • It should show what you have learned from the process. • It should consider other perspectives

  12. studySMART@GCU Reflective assessments • Reflective Writing • It has lots of advantages. • Students often get frustrated that there is nothing of themselves in their assessments. Your reflective work is all about you and your experiences. • It concerns the reality of nursing rather than being purely academic or theoretical. • Nursing is a reflective profession. It is a skill you require and will use for the rest of your career. • See, Fulbrook, P. (2003) ‘Writing in the first person – time to change’, Nursing in Critical Care, Vol. 8, no. 6, pp. 229-230.

  13. studySMART@GCU Reflective assessments • Linking practice to theory • Your experience and description of an event show the what. • You can reflect on the event and learn from it for the future. • But you have to relate it to theory to understand the why. • Provides a broader perspective and looks at experiences from different viewpoints. • Shows an awareness of the evidence and knowledge base. • Involves a search for meaning in events. • Takes your experiences and puts them into the wider context.

  14. studySMART@GCU Reflective assessments • Linking practice to theory • You will be required to link practice and theory in a number of ways: • Reflective assessments (use theories and models of reflection to analyse your experiences). • Academic essays (compare and contrast theories, find models and evidence to support your argument). • In social science modules .

  15. studySMART@GCU Reflective assessments Linking practice to theory – top tips This may be tricky at first but it will become easier. 1. Understand the value of theories – don’t dismiss them as uninteresting or unrelated to nursing. 2. Select theories appropriate to the placement experience you are writing about (and vice versa). 3. Important theorists tend to have lots written about them. So look around for an appropriate (introductory) textbook or guide if you have trouble understanding the main points 4. Bear in mind the word limit. You can’t cover a major theory in any detail if it is only a short assessment.

  16. studySMART@GCU Reflective assessments Linking practice to theory – top tips 5. Find out whether you are expected to write in 1st or 3rd person. It may be a combination of the two. 6. Think about the conventions of reflective writing when considering your placement experiences – i.e. do not write in a chatty style, include analysis.

  17. studySMART@GCU Reflective assessments • Linking practice to theory – activity • Have you completed any assessments that required you to link theory and practice? • How did you find them? • Do you have any advice to share?

  18. studySMART@GCU Reflective assessments Further reading Jasper, M. (2003) Beginning reflective practice, Nelson Thornes: Cheltenham Maslin-Prothero, S. (Ed.) (2005) Bailliere's study skills for nurses and midwives, Bailliere and Tindall: London Bulman, C. and Schutz, S. (Eds) (2004) Reflective practice in nursing, Blackwell Publishing: Oxford   University of Bournemouth Academic Support, Reflective Writing, http://www.bournemouth.ac.uk/study_support/reflective_writing.html

  19. studySMART@GCU Reflective assessments References Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods, Oxford Further Education Unit: Oxford Johns, C. (2000) Becoming a Reflective Practitioner: a Reflective and Holistic Approach to Clinical Nursing, Practice Development and Clinical Supervision, Blackwell Science: Oxford Kolb, D. (1984) Experiential Learning as the Science of Learning and Development, Prentice Hall: New Jersey Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical Reflection in Nursing and the Helping Professions: a User’s Guide, Palgrave Macmillan: Basingstoke Schon, D. (1983) The Reflective Practitioner: How professionals think in action, Temple Smith: London

  20. studySMART@GCU Vic Boyd Stephanie McKendry Academic Development Tutors NMCH

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