By Melanie Jasper
This identify introduces the idea that of reflective perform and explains its objective to the healthcare pupil or specialist within the united kingdom. It demonstrates the abilities useful for potent reflective perform and explores some great benefits of winning mirrored image in terms of pre-registration profiles and carrying on with specialist improvement.
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Extra resources for Beginning Reflective Practice: Foundations in Nursing and Health Care Series
However, most of the time you will not need to consider all these aspects, and the list is here simply for you to think about when framing and planning any action. But sometimes we do omit to think about the consequences of the things that we do, and often this results in the unexpected coming at us. Hence, a cornerstone of professional practice is the ability to think through alternative courses of action in terms of the anticipated consequences for all concerned. Once you have decided on the action that you will take from all of the possible alternatives, you are ready to carry it out.
Key points Top tips Framing action enables us to consider our future actions arising from the incident and its analysis The reﬂective processes end at this stage Reﬂective practice differs from reﬂective processes in that we turn thoughtful and possible activity into action 26 Beginning reﬂective practice Taking action. As the ﬁnal phase of reﬂective practice, this is where you will carry out the action that you have decided upon. In many ways, this can be the easiest part of being a reﬂective practitioner – but in some ways it can be the hardest!
It is also at this stage that you may start to feel some discomfort about reﬂective practice as a strategy for learning. It may bring back memories of how you felt at the time or, alternatively, you may start to realise that what happened was a direct result of your part in the incident – what you did, how you acted, the choices you made. This is an inevitable part of using your own experiences to learn and a consequence of deliberately deciding to use these experiences as a source of learning.