Reflection In And On Action

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The following essay aims to identify how reflection in action and on action may impact on the provision of services by District Nurses. The author felt it important to define the two concepts, in order to understand their relevance to practice. It was found by Schon (1983) that reflection- in-action, was a nurses’ ability to understand how an individual was responding to a nursing intervention at the present time; in contrast to reflection-on-action which was thinking through a situation after it had occurred. From this understanding the author established through in depth reading that reflection has been a topic of discussion within nursing, health and social care professions for years (Kinsella, 2009). The theory of reflection has made the author identify the epistemology of reflection in and on action and the effect this can have on her professional growth. Through intensive reflective practices the author may be able to grow on the delivery of services she provides as a district nursing student. The Department of Health (1999) acknowledged that reflective practices were an important part of continuing professional development. This supports the given quotation by Boud and Walker (1991) that learning from experience is a crucial part of learning and gives health professionals the potential to explore a scenario, gain new knowledge and put it into practice. The author will now aim to critically discuss the literature surrounding the two reflective concepts and establish its implications within the delivery of the district nursing service.

The authors previous encounters with reflective practice have been on action rather than in action, as models of reflection such as Gibbs reflective cycle (1988) and Johns (1995) model of reflection have meant that as a health care professional the author has been able to look back on events with patients to create meaning and

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