4.1 Compare Models of Reflective Practice The four elements of Kobl’s Learning Cycle: Kobl’s cycle starts with concrete experience, this is basically carrying out a task, doing something. The key to learning here is active involvement. The second stage is reflective observations. This involves taking time out from the actual ‘doing’, stepping away from the task and examining what has been done and experienced. At this stage lots of questions should be asked.
I seek her permission and consent to teach her about medication administration procedure. The consent attached in (appendix 1). Identifying Learning Needs ,Planning and Managing Student Experience. In the learning process the important things to do identifying my leaner needs. Vision for learning and teaching enhance the quality of student in learning experience by providing a support and well-resourced learning environment.
Reflection as a learning tool allows me to identify the positive and negative aspects of my practice and to draw upon previous experiences and apply them to new situations “Reflective practice has, however, the potential to help practitioners in all fields unlock the tacit knowledge and understanding that they have of their practice and use this to generate knowledge for future practice”. (Schutz, 2007 pg.26) The clinical competency I have chosen in this report is Phlebotomy. As part of my role as a health care support worker within a District Nursing team Phlebotomy is one of my primary duties. The clinical skill I have chosen to reflect upon within this account is venepuncture. Confidentiality has been maintained throughout within this assignment and all names and locations are changed in accordance with the Nursing and Midwifery Council code of conduct (2008, Section: Confidentiality) and for this purpose I have chosen to name the patient as Mrs Jones.
Diploma in Therapeutic Counselling Unit Title: K/601/7632 Counselling Theory Unit Summary: Learners will analyse one major therapeutic model to influence, inform and empower their practice as a counsellor. They will also compare other therapeutic models with the major model. Learner name: Claire Bracegirdle Tutor name: Margaret Shacklady Learning outcome 1 – understand a major therapeutic model of counselling Assessment Criteria 1.1 Analyse the philosophy of one major therapeutic model in relation to . Its origins . Historical development to the present day .
We all have to start somewhere and it helps our confidence and practice if we are nurtured in our translation of new knowledge into practice. 2. Generates knowledge from clinical practice to improve practice and patient outcomes. As a new NP practices they will be continually learning and improving their practice. If they are learning, as time and experience build the NP will have improved patient outcomes.
Performance measures indicate where an organization needs to make improvements in order to provide quality care. Consumer/patient satisfaction is the ultimate guide that indicates if an organization’s ongoing QI Plan is effective. One of the driving forces behind management in an organization is the overall basic aspect of performance measures. Quality Improvement process is based on customer/patient satisfaction and measures how the health care organization accommodates or exceeds consumer/patient
A reflective practice model would enable learners and novices within a discipline to compare their own practices with those of experienced practitioners, thus leading to development and improvement. Although given currency by Schon (1983) and Kolb (1984), reflective practice has been advocated by educationists such as Dewey (1909) and Lewin (1952) and can be traced back to the Socratic method of enquiry - in which questioning and exploration of the implications of another's viewpoint are employed to enlighten the enquirer. Moon (1999) defines reflective practice as "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind." In essence, it is a readiness to constantly evaluate and review your practice in the light of new learning (which may arise from within the context of your professional practice). A reflection in a mirror is an exact replica of what is in front of it.
Brookfield (1995) stated that four activities are central to critical reflection-Assumption analysis, Contextual awareness, Imaginative speculation and Reflective scepticism. To further develop the skills and attitudes of reflection, Tripp (1993) constructed approaches that help improve the practice of a teacher. It makes us take a step back and ask ourselves, how the nature and analysis of a seemingly typical incident — the ‘critical incident’, will affect our achievement. A critical incident refers to a point at which something occurs that changes the course of a teacher’s lesson, either for the better or the worse. Typically, this incident is not something planned or anticipated by the teacher.
Schön (1983) suggested that reflection is a key factor for professionals to deal with complex situations and for professional development. Schön’s theoretical model identifies ‘reflection-in-action’ and ‘reflection-on-action’.
(Jacobs, 1998)Supervision offered me three main functions. The first educational, with the aim of giving myself (counsellor) a regular opportunity to receive feedback, develop new understandings and receive information. The second was the supportive role, where I was able to share dilemmas, be validated in my work performance and deal with any personal distress or counter transference evoked by my client. Finally was the management dimension in ensuring the quality of work and to assist with planning work and utilize