Podcast
Questions and Answers
Reflective Practice is a cognitive process that helps us rethink our experiences.
Reflective Practice is a cognitive process that helps us rethink our experiences.
True (A)
Gibb’s Reflective Cycle is unrelated to Reflective Practice Theory.
Gibb’s Reflective Cycle is unrelated to Reflective Practice Theory.
False (B)
Continuous Quality Improvement (CQI) in Health Care is an unstructured process.
Continuous Quality Improvement (CQI) in Health Care is an unstructured process.
False (B)
Continuous Professional Development does not involve reflection.
Continuous Professional Development does not involve reflection.
Hippocrates emphasized the importance of a physician making the right decisions.
Hippocrates emphasized the importance of a physician making the right decisions.
Reflective Practice Theory emphasizes knowing oneself for better learning.
Reflective Practice Theory emphasizes knowing oneself for better learning.
Reflection on Experience uses experiences as a base for learning.
Reflection on Experience uses experiences as a base for learning.
According to the statement, more people die from medication errors than from workplace injuries.
According to the statement, more people die from medication errors than from workplace injuries.
Altruism is not considered a core value in health care settings.
Altruism is not considered a core value in health care settings.
The phrase 'Ars Longa, Vita Brevis' translates to 'Life is long, and art is short.'
The phrase 'Ars Longa, Vita Brevis' translates to 'Life is long, and art is short.'
Reflective Practice has no application in clinical scenarios.
Reflective Practice has no application in clinical scenarios.
Reflection as Metacognition involves a focus on a specific problem or idea.
Reflection as Metacognition involves a focus on a specific problem or idea.
To Err is Human asserts that the problem in healthcare lies with bad people.
To Err is Human asserts that the problem in healthcare lies with bad people.
Continuous Improvement requires feedback and raising concerns with appropriate personnel.
Continuous Improvement requires feedback and raising concerns with appropriate personnel.
Cultural Sensitivity is not relevant in communication with patients.
Cultural Sensitivity is not relevant in communication with patients.
Personal values have no impact on the care provided to patients.
Personal values have no impact on the care provided to patients.
Using 'I' and other personal nouns is encouraged in Academic Reflections.
Using 'I' and other personal nouns is encouraged in Academic Reflections.
Academic Reflections should almost always be written in the future tense.
Academic Reflections should almost always be written in the future tense.
Gibb's Reflective Cycle includes a stage for concluding.
Gibb's Reflective Cycle includes a stage for concluding.
Analysis and meaning making are not important in Academic Reflections.
Analysis and meaning making are not important in Academic Reflections.
The term 'medical professionalism' relates to subject-specific language used in reflections.
The term 'medical professionalism' relates to subject-specific language used in reflections.
In Gibb's Reflective Cycle, a detailed description of the situation is necessary.
In Gibb's Reflective Cycle, a detailed description of the situation is necessary.
Habitual action is considered reflective action.
Habitual action is considered reflective action.
Attention to assignment is optional in Academic Reflections.
Attention to assignment is optional in Academic Reflections.
The person worked 8am to 6pm before covering the night shift.
The person worked 8am to 6pm before covering the night shift.
The Clinical Director asked the person to cover the day shift.
The Clinical Director asked the person to cover the day shift.
The individual felt energized while trying to learn wound closure.
The individual felt energized while trying to learn wound closure.
The experience described was related to a surgical internship.
The experience described was related to a surgical internship.
Under-recruitment of trainees contributed to the situation described.
Under-recruitment of trainees contributed to the situation described.
The individual successfully performed wound closures despite exhaustion.
The individual successfully performed wound closures despite exhaustion.
The document mentions feelings evoked in others during the situation.
The document mentions feelings evoked in others during the situation.
The experience was deemed entirely positive.
The experience was deemed entirely positive.
The patient in the health assessment was diagnosed with dementia.
The patient in the health assessment was diagnosed with dementia.
The patient had no other health conditions apart from dementia.
The patient had no other health conditions apart from dementia.
The elderly lady showed physical aggression during the assessment.
The elderly lady showed physical aggression during the assessment.
Gibbs’ Reflective Cycle is mentioned as a guide for teaching and learning methods.
Gibbs’ Reflective Cycle is mentioned as a guide for teaching and learning methods.
Gibbs’ Reflective Cycle includes the stages of Action, Analysis, and Plan.
Gibbs’ Reflective Cycle includes the stages of Action, Analysis, and Plan.
The patient was completely comfortable during the health assessment.
The patient was completely comfortable during the health assessment.
Feeling confident was the initial emotion experienced before the situation.
Feeling confident was the initial emotion experienced before the situation.
The health assessment was considered vital for the patient's care.
The health assessment was considered vital for the patient's care.
The patient remained calm and composed throughout the assessment.
The patient remained calm and composed throughout the assessment.
The patient had limited mobility and advanced dementia.
The patient had limited mobility and advanced dementia.
Helpful questions are an important part of Gibbs' Reflective Cycle.
Helpful questions are an important part of Gibbs' Reflective Cycle.
The individual's focus increased under pressure during the assessment.
The individual's focus increased under pressure during the assessment.
The cycle encourages using all the provided prompts for reflection.
The cycle encourages using all the provided prompts for reflection.
The individual felt uncomfortable in the situation, which affected their body language.
The individual felt uncomfortable in the situation, which affected their body language.
Feelings of confusion sometimes lead to aggressive behavior in individuals suffering from dementia.
Feelings of confusion sometimes lead to aggressive behavior in individuals suffering from dementia.
The main purpose of Gibbs’ Reflective Cycle is to assess the financial implications of medical situations.
The main purpose of Gibbs’ Reflective Cycle is to assess the financial implications of medical situations.
Continuous Quality Improvement (CQI) in Health Care is a structured organizational process.
Continuous Quality Improvement (CQI) in Health Care is a structured organizational process.
Reflection on Experience disregards past experiences in favor of purely theoretical ideas.
Reflection on Experience disregards past experiences in favor of purely theoretical ideas.
Reflective Practice helps individuals gain insights to improve future performance.
Reflective Practice helps individuals gain insights to improve future performance.
Cultural Integrity plays a crucial role in communication between healthcare providers and patients.
Cultural Integrity plays a crucial role in communication between healthcare providers and patients.
Personal values are irrelevant to the care provided to patients in a healthcare setting.
Personal values are irrelevant to the care provided to patients in a healthcare setting.
Gibb's Reflective Cycle includes stages for reflection but does not include action planning.
Gibb's Reflective Cycle includes stages for reflection but does not include action planning.
Life Long Learning is solely focused on vocational skills.
Life Long Learning is solely focused on vocational skills.
Conscious critical thought is a vital component of reflective practice.
Conscious critical thought is a vital component of reflective practice.
The phrase 'Ars Longa, Vita Brevis' highlights the challenge physicians face in making decisions.
The phrase 'Ars Longa, Vita Brevis' highlights the challenge physicians face in making decisions.
To Err is Human states that good people in health care cause most patient errors.
To Err is Human states that good people in health care cause most patient errors.
Raising concerns about administration is discouraged if it affects good patient care.
Raising concerns about administration is discouraged if it affects good patient care.
An effective Clinical Learning Environment enhances the safety of patient care.
An effective Clinical Learning Environment enhances the safety of patient care.
Reflection for self-awareness can only be done through self-questioning.
Reflection for self-awareness can only be done through self-questioning.
Continuous Professional Development includes reflection to enhance learning.
Continuous Professional Development includes reflection to enhance learning.
Metacognition in reflection focuses broadly on any idea or concept without a specific emphasis.
Metacognition in reflection focuses broadly on any idea or concept without a specific emphasis.
Altruism is a recognized value in healthcare that promotes selfless concern for patient well-being.
Altruism is a recognized value in healthcare that promotes selfless concern for patient well-being.
Feedback is irrelevant when reflecting on one's experiences.
Feedback is irrelevant when reflecting on one's experiences.
Medical errors in hospitals are less frequent than those occurring from workplace injuries.
Medical errors in hospitals are less frequent than those occurring from workplace injuries.
Incremental learning throughout all stages of life is a principle of Life Long Learning.
Incremental learning throughout all stages of life is a principle of Life Long Learning.
Reflection in clinical scenarios does not involve personal feelings or experiences.
Reflection in clinical scenarios does not involve personal feelings or experiences.
Hippocrates emphasized the need for physicians to collaborate with patients and others in the healthcare process.
Hippocrates emphasized the need for physicians to collaborate with patients and others in the healthcare process.
The Macy Foundation defines the Clinical Learning Environment as just the physical spaces where learning occurs.
The Macy Foundation defines the Clinical Learning Environment as just the physical spaces where learning occurs.
Increased self-awareness of strengths contributes to personal effectiveness.
Increased self-awareness of strengths contributes to personal effectiveness.
Reflection is only beneficial for senior healthcare professionals.
Reflection is only beneficial for senior healthcare professionals.
Kolb's Learning Cycle categorizes learning into four distinct stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.
Kolb's Learning Cycle categorizes learning into four distinct stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.
The primary focus of the Reflective Observation stage in Kolb's Learning Cycle is to engage in active experimentation.
The primary focus of the Reflective Observation stage in Kolb's Learning Cycle is to engage in active experimentation.
Gibb's Reflective Cycle includes a stage dedicated solely to detailed analysis of outcomes.
Gibb's Reflective Cycle includes a stage dedicated solely to detailed analysis of outcomes.
Active Experimentation in Kolb's Learning Cycle involves trying out what has been learned from previous experiences.
Active Experimentation in Kolb's Learning Cycle involves trying out what has been learned from previous experiences.
Concrete Experience in Kolb's model refers to the theoretical understanding of a concept.
Concrete Experience in Kolb's model refers to the theoretical understanding of a concept.
Reflective practice is essential in Continuous Professional Development for fostering deeper learning.
Reflective practice is essential in Continuous Professional Development for fostering deeper learning.
The stages in Kolb's Learning Cycle must be followed in a strict sequential order without flexibility.
The stages in Kolb's Learning Cycle must be followed in a strict sequential order without flexibility.
Gibb's Reflective Cycle assists in improving teaching and learning methods by providing a structured approach.
Gibb's Reflective Cycle assists in improving teaching and learning methods by providing a structured approach.
The four F's of active reviewing include Facts, Feelings, Findings, and Future.
The four F's of active reviewing include Facts, Feelings, Findings, and Future.
Dr. Roger Greenaway's initial model consisted of four steps: DO-REVIEW-PLAN.
Dr. Roger Greenaway's initial model consisted of four steps: DO-REVIEW-PLAN.
Schwartz Rounds focus on the technical aspects of healthcare practice.
Schwartz Rounds focus on the technical aspects of healthcare practice.
Greenaway's 4F's model is more commonly used in teaching professions than in healthcare.
Greenaway's 4F's model is more commonly used in teaching professions than in healthcare.
The step 'Feelings' in the 4F’s model involves analyzing objective accounts of what happened.
The step 'Feelings' in the 4F’s model involves analyzing objective accounts of what happened.
The purpose of the 4F's model is to help individuals structure their learning for the future.
The purpose of the 4F's model is to help individuals structure their learning for the future.
The 'Findings' step in the 4F's model is concerned with personal feelings regarding the situation.
The 'Findings' step in the 4F's model is concerned with personal feelings regarding the situation.
Active reviewing emphasizes the importance of emotional responses in reflecting on experiences.
Active reviewing emphasizes the importance of emotional responses in reflecting on experiences.
The phrase 'So What?' is commonly used to assess the implications of a situation.
The phrase 'So What?' is commonly used to assess the implications of a situation.
Ignoring external factors is crucial for effective clinical performance.
Ignoring external factors is crucial for effective clinical performance.
The term 'Now What?' encourages reflection on future actions after an experience.
The term 'Now What?' encourages reflection on future actions after an experience.
Factors beyond one's control should not influence decision-making in clinical situations.
Factors beyond one's control should not influence decision-making in clinical situations.
The model in the content suggests that reflecting on experiences can improve one's attitude towards situations.
The model in the content suggests that reflecting on experiences can improve one's attitude towards situations.
Borton’s prompts are designed to be mandatory for every reflective practice.
Borton’s prompts are designed to be mandatory for every reflective practice.
The reflective practice process can be influenced by various models and theories.
The reflective practice process can be influenced by various models and theories.
Taking no action despite awareness of a problem is an example of effective reflective practice.
Taking no action despite awareness of a problem is an example of effective reflective practice.
Empathy is considered a non-essential trait in the patient-doctor relationship.
Empathy is considered a non-essential trait in the patient-doctor relationship.
Gibbs' Reflective Cycle emphasizes the importance of analysis and planning in learning from experiences.
Gibbs' Reflective Cycle emphasizes the importance of analysis and planning in learning from experiences.
The patient needs to understand their healthcare team's authority but does not require empathy during care.
The patient needs to understand their healthcare team's authority but does not require empathy during care.
Feeling assured that the healthcare team has the patient's best interests is not a priority in medical assessment.
Feeling assured that the healthcare team has the patient's best interests is not a priority in medical assessment.
The conclusion stage of Gibbs' Reflective Cycle is meant for summarizing learning and recognizing changes.
The conclusion stage of Gibbs' Reflective Cycle is meant for summarizing learning and recognizing changes.
Gibbs' Reflective Cycle allows individuals to analyze their experiences to derive meaning.
Gibbs' Reflective Cycle allows individuals to analyze their experiences to derive meaning.
A person’s unpreparedness can positively influence their behavior during a patient assessment.
A person’s unpreparedness can positively influence their behavior during a patient assessment.
The reflections in Gibbs' Cycle should almost exclusively focus on the assessment phase.
The reflections in Gibbs' Cycle should almost exclusively focus on the assessment phase.
Lifelong learning aims to improve knowledge, skills, and competences primarily in personal contexts.
Lifelong learning aims to improve knowledge, skills, and competences primarily in personal contexts.
An effective Clinical Learning Environment (CLE) has no impact on patient care quality.
An effective Clinical Learning Environment (CLE) has no impact on patient care quality.
Aggressive behavior in individuals with dementia can sometimes stem from feelings of confusion.
Aggressive behavior in individuals with dementia can sometimes stem from feelings of confusion.
Self-reflection can enhance awareness of personal strengths and weaknesses.
Self-reflection can enhance awareness of personal strengths and weaknesses.
The patient’s behavior during the assessment had no impact on the healthcare provider's conduct.
The patient’s behavior during the assessment had no impact on the healthcare provider's conduct.
Reflection is ineffective in dealing with inconsistent feedback.
Reflection is ineffective in dealing with inconsistent feedback.
Gibbs' Reflective Cycle is exclusively a theoretical framework with no practical applications in healthcare.
Gibbs' Reflective Cycle is exclusively a theoretical framework with no practical applications in healthcare.
The patient being assessed experienced advanced dementia along with several other underlying health conditions.
The patient being assessed experienced advanced dementia along with several other underlying health conditions.
Targeted questions are unhelpful in increasing self-awareness during reflection.
Targeted questions are unhelpful in increasing self-awareness during reflection.
Emotions experienced during the healthcare assessment can affect the practitioner’s body language.
Emotions experienced during the healthcare assessment can affect the practitioner’s body language.
The Macy Foundation defines the clinical learning environment as purely physical spaces for training.
The Macy Foundation defines the clinical learning environment as purely physical spaces for training.
The Gibbs Reflective Cycle consists of five distinct stages.
The Gibbs Reflective Cycle consists of five distinct stages.
The elderly lady felt completely at ease during the health assessment.
The elderly lady felt completely at ease during the health assessment.
Continuous Professional Development relies exclusively on self-reflection without feedback.
Continuous Professional Development relies exclusively on self-reflection without feedback.
Gibbs’ Reflective Cycle includes a stage called Evaluation.
Gibbs’ Reflective Cycle includes a stage called Evaluation.
Aggressive behavior in individuals suffering from dementia can often be triggered by feelings of confusion.
Aggressive behavior in individuals suffering from dementia can often be triggered by feelings of confusion.
Reflection as a metacognitive process focuses solely on past experiences.
Reflection as a metacognitive process focuses solely on past experiences.
Gibbs’ Reflective Cycle emphasizes an unstructured approach to learning.
Gibbs’ Reflective Cycle emphasizes an unstructured approach to learning.
The health assessment's necessity was clear, as it was vital for the patient's overall care.
The health assessment's necessity was clear, as it was vital for the patient's overall care.
The elderly lady exhibited physical aggression towards the assessor during the health assessment.
The elderly lady exhibited physical aggression towards the assessor during the health assessment.
Using personal pronouns in academic reflections is discouraged.
Using personal pronouns in academic reflections is discouraged.
Continuous Quality Improvement (CQI) in Health Care involves ongoing proactive improvements in care processes.
Continuous Quality Improvement (CQI) in Health Care involves ongoing proactive improvements in care processes.
Reflection as Metacognition primarily emphasizes the user's past experiences.
Reflection as Metacognition primarily emphasizes the user's past experiences.
Cultural Integrity is a core value in communication within healthcare settings.
Cultural Integrity is a core value in communication within healthcare settings.
The Delphic Maxims suggest that self-knowledge is key to making ethical decisions.
The Delphic Maxims suggest that self-knowledge is key to making ethical decisions.
Reflective Practice is solely concerned with evaluating others' cognitive abilities.
Reflective Practice is solely concerned with evaluating others' cognitive abilities.
Raising concerns with appropriate personnel is important for maintaining high standards in patient care.
Raising concerns with appropriate personnel is important for maintaining high standards in patient care.
Personal values play a negligible role in the care provided to patients.
Personal values play a negligible role in the care provided to patients.
Reflection on Experience involves an update of personal understanding based on theoretical principles.
Reflection on Experience involves an update of personal understanding based on theoretical principles.
The reflective practice theory emphasizes the importance of knowing others for better learning.
The reflective practice theory emphasizes the importance of knowing others for better learning.
The implications of a situation are irrelevant to the practice of reflection.
The implications of a situation are irrelevant to the practice of reflection.
Workforce planning can influence clinical performance and patient safety.
Workforce planning can influence clinical performance and patient safety.
Borton’s approach to reflection includes helpful questions about past decisions and actions.
Borton’s approach to reflection includes helpful questions about past decisions and actions.
The phrase 'So What?' is irrelevant in reflecting on an experience.
The phrase 'So What?' is irrelevant in reflecting on an experience.
Critical reflection is only useful in theoretical contexts and has no practical application.
Critical reflection is only useful in theoretical contexts and has no practical application.
Feeling uncomfortable in a situation can impact one's body language and outcomes.
Feeling uncomfortable in a situation can impact one's body language and outcomes.
Reflection as metacognition focuses solely on external factors rather than personal insights.
Reflection as metacognition focuses solely on external factors rather than personal insights.
Flashcards
Reflective Practice
Reflective Practice
A cognitive process for gaining insights, rethinking practice, learning from experiences, and managing future situations.
Reflective Practice Theory
Reflective Practice Theory
A structured way of thinking through past actions to understand their implications and future possible outcomes.
Gibb's Reflective Cycle
Gibb's Reflective Cycle
A model for structured reflection used for analyzing experiences.
Continuous Professional Development
Continuous Professional Development
Ongoing learning and improvement in professional skills.
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Learning from Clinical Scenarios
Learning from Clinical Scenarios
Using reflective practice to learn and grow in clinical environments.
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Medical Errors
Medical Errors
Errors that happen in the delivery of medical care.
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To Err Is Human
To Err Is Human
An acknowledgement that errors are unavoidable, but systematic issues in medical systems need improvement.
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High Medical Error Rates
High Medical Error Rates
A significant number of deaths in hospitals from medical mistakes.
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Reflection on Experience
Reflection on Experience
Using your experiences as a starting point to learn and update your understanding.
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Reflection as Metacognition
Reflection as Metacognition
Focusing on a specific problem, idea, or concept to think critically about it.
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Continuous Quality Improvement (CQI)
Continuous Quality Improvement (CQI)
A structured process for making ongoing improvements in healthcare.
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Patient-Centred Service
Patient-Centred Service
Putting the patient's needs and preferences at the center of care.
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Evidence-Based Practice
Evidence-Based Practice
Using the best scientific research to make decisions about patient care.
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Working in Partnership
Working in Partnership
Collaborating with others to improve care and achieve shared goals.
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Ethical Practice
Ethical Practice
Following principles of right and wrong in healthcare.
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Reflective Writing Language
Reflective Writing Language
The specific language used in academic reflections, often employing 'I' and past tense, focusing on descriptions, thoughts, feelings, analysis, evaluation, conclusions, and plans.
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Reflection Levels
Reflection Levels
Reflecting on an experience can be categorized into three levels: habitual (unconscious action), thoughtful (conscious action or introspection), and critical (reflection that challenges assumptions and leads to change).
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Reflective Writing Purpose
Reflective Writing Purpose
The goal of reflective writing is to analyze experiences, understand their impact, and develop strategies for future actions. It aims to turn experiences into learning opportunities.
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Description (Gibbs)
Description (Gibbs)
The initial step in Gibbs' Reflective Cycle, where you provide a detailed account of the situation, including what happened, who was involved, and the outcome.
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Feeling (Gibbs)
Feeling (Gibbs)
The second step in Gibbs' Reflective Cycle, where you explore your emotions and reactions to the situation, acknowledging your feelings and their impact.
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Evaluation (Gibbs)
Evaluation (Gibbs)
The third step in Gibbs' Reflective Cycle, where you assess the situation objectively, considering both positive and negative aspects and their implications.
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Analysis (Gibbs)
Analysis (Gibbs)
The fourth step in Gibbs' Reflective Cycle, where you delve deeper into the situation, exploring underlying causes, relationships, and potential interpretations.
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Description Stage
Description Stage
A detailed account of the situation, including context, people involved, and the events that occurred.
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Feelings Stage
Feelings Stage
Reflecting on your emotions during the situation, both positive and negative.
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Evaluation Stage
Evaluation Stage
Analyzing the situation objectively, considering what went well and what could have been done differently.
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Analysis Stage
Analysis Stage
Making sense of the experience by identifying the underlying causes and learning points.
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Conclusion Stage
Conclusion Stage
Summarizing your learning from the experience and identifying key takeaways.
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Action Plan Stage
Action Plan Stage
Developing a plan to improve future practice based on your reflections.
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Dementia Stigma
Dementia Stigma
Negative attitudes and stereotypes associated with dementia, leading to reluctance in seeking help.
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Reflection in Action
Reflection in Action
Thinking critically about your actions during an experience, adjusting your approach based on your understanding of the situation.
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Reflection on Action
Reflection on Action
Analyzing your actions after an experience, considering what worked well and what could be improved.
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Feeling Stage in Gibbs' Cycle
Feeling Stage in Gibbs' Cycle
Identifying and exploring your emotions before, during, and after an event.
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Emotional Impact on Performance
Emotional Impact on Performance
How your emotions can influence your actions and effectiveness in a situation.
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Analyzing the Situation
Analyzing the Situation
Breaking down an experience to understand its components and their impact.
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Drawing Conclusions
Drawing Conclusions
Formulating insights and learning from the experience, identifying key takeaways.
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Action Planning
Action Planning
Developing strategies and plans to improve your performance in future similar situations.
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What? (Reflective Cycle)
What? (Reflective Cycle)
The first stage of the reflective cycle, where you recount the experience you're reflecting on. It involves describing the event, the context, and your role in it.
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So What? (Reflective Cycle)
So What? (Reflective Cycle)
The second stage of the reflective cycle, where you analyze the experience and its impact. Consider how you felt, the consequences for you and others, and any potential issues.
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Now What? (Reflective Cycle)
Now What? (Reflective Cycle)
The final stage of the reflective cycle, where you apply your reflections to future actions. Plan how you'll approach similar situations differently or what you'll do to improve.
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Clinical Director's Request
Clinical Director's Request
The consultant was asked to work an extra shift due to understaffing, despite having already worked a full day.
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Impact of Exhaustion
Impact of Exhaustion
The consultant's exhaustion from the long day led to poor performance during a surgical procedure.
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Reflecting on Performance
Reflecting on Performance
The story highlights the importance of reflecting on one's own capabilities and performance, especially under pressure.
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Importance of Reflection
Importance of Reflection
Reflective practice allows healthcare professionals to learn from experiences, identify areas for improvement, and ensure better patient care.
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The Learning Opportunity
The Learning Opportunity
The experience represents an opportunity for the consultant to learn from their mistakes and adjust their approach to future situations.
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Lifelong Learning
Lifelong Learning
Continuous learning throughout life, encompassing personal, professional, and societal development.
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Clinical Learning Environment (CLE)
Clinical Learning Environment (CLE)
The combination of social interactions, organizational cultures, physical spaces, and virtual platforms that influence learning in a healthcare setting.
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Reflection for Self-Awareness
Reflection for Self-Awareness
A process of examining strengths and weaknesses to improve effectiveness.
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Reflection on Feedback
Reflection on Feedback
Using feedback as a learning tool to gain insights and improve practice, particularly when it contradicts self-beliefs.
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Strengths and Weaknesses
Strengths and Weaknesses
Identifying your areas of expertise and areas for development.
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Asking Targeted Questions
Asking Targeted Questions
Seeking specific information about your performance to understand strengths and weaknesses.
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Analyzing Experiences
Analyzing Experiences
Examining past situations, focusing on successes and failures to identify learning points.
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Asking Others for Feedback
Asking Others for Feedback
Seeking input from peers, mentors, or superiors to gain diverse perspectives on performance.
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Kolb's Learning Cycle
Kolb's Learning Cycle
A model that emphasizes the importance of active experience, reflection, abstract conceptualization, and active experimentation in learning.
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Concrete Experience
Concrete Experience
The first stage of Kolb's Learning Cycle where you actively engage in an experience or situation.
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Reflective Observation
Reflective Observation
The second stage of Kolb's Learning Cycle where you reflect on your experience and observe it from different angles.
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Abstract Conceptualization
Abstract Conceptualization
The third stage of Kolb's Learning Cycle where you make sense of your experience and form abstract concepts or generalizations.
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Active Experimentation
Active Experimentation
The fourth stage of Kolb's Learning Cycle where you apply your learnings to new situations and actively test your understanding.
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What? So What? Now What?
What? So What? Now What?
A simplified approach to reflective practice that focuses on recounting the experience, analyzing its impact, and planning for future actions.
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Facts
Facts
An objective account of what happened during the experience, focusing on the events, people, and context.
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Feelings
Feelings
Your emotional reactions to the situation, considering both positive and negative feelings.
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Findings
Findings
The concrete learning points you can take away from the situation, reflecting on what you learned and what you could improve.
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Future
Future
Developing a plan to incorporate your learning into future actions, focusing on how you'll approach similar situations differently.
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The 4F's Model
The 4F's Model
A structured approach to reflection that includes four steps: Facts, Feelings, Findings, and Future.
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Schwartz Rounds
Schwartz Rounds
A structured process for reflecting on your practice and its emotional impact, promoting open discussion and emotional support.
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What?
What?
The first stage of reflective practice where you describe the event, the context, and your role in it. It's about recounting the experience you're reflecting on.
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So What?
So What?
The second stage of reflective practice where you analyze the experience and its impact. It involves understanding your feelings, the consequences for you and others, and any potential issues.
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Now What?
Now What?
The final stage of reflective practice where you apply your reflections to future actions. It's about planning how you'll approach similar situations differently or what you'll do to improve.
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Reflective Practice Stages
Reflective Practice Stages
Reflective practice uses a structured approach to thinking through past actions to understand their implications and future possible outcomes. This approach typically involves three stages: What? So What? Now What?
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Factors Beyond Control?
Factors Beyond Control?
Reflecting on a situation can help you identify factors that were outside of your control. This understanding can help inform future actions and decision-making.
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Impact on Performance
Impact on Performance
Reflecting on a situation allows you to assess how factors like exhaustion or lack of knowledge can affect your performance. Using this awareness can help you make better decisions and avoid negative outcomes in future similar situations.
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Learning from Mistakes
Learning from Mistakes
Reflective practice is crucial for learning from mistakes. It allows you to analyze what went wrong, understand the reasons behind it, and develop strategies for improving future outcomes.
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Reflective Practice in Healthcare
Reflective Practice in Healthcare
Reflective practice is an essential tool for healthcare professionals. It helps them learn from their experiences, improve their skills, and make better decisions to ensure patient safety and optimal outcomes.
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Cultural Sensitivity
Cultural Sensitivity
Understanding and respecting the diverse values, beliefs, and practices of different cultures in healthcare.
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Know Thyself
Know Thyself
A core principle of reflective practice encouraging self-awareness and understanding of one's strengths, weaknesses, and biases.
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Empathy in Medicine
Empathy in Medicine
The ability to understand and share the feelings of patients, creating a trusting relationship focused on their well-being.
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Reflection: What?
Reflection: What?
The first step in reflecting, recounting the experience, including who was involved and what happened.
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Reflection: So What?
Reflection: So What?
The second stage of reflection, analyzing the experience's impact on you and those involved.
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Reflection: Now What?
Reflection: Now What?
The final stage of reflection, planning future actions to improve upon what you learned from the experience.
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Description Stage (Gibbs)
Description Stage (Gibbs)
The first step in Gibbs' Reflective Cycle, where you provide a detailed account of the situation, including what happened, who was involved, and the outcome.
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Feeling Stage (Gibbs)
Feeling Stage (Gibbs)
The second step, where you explore your emotions and reactions to the situation, acknowledging your feelings and their impact.
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Evaluation Stage (Gibbs)
Evaluation Stage (Gibbs)
The third step, where you assess the situation objectively, considering both positive and negative aspects and their implications.
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Analysis Stage (Gibbs)
Analysis Stage (Gibbs)
The fourth step, where you delve deeper into the situation, exploring underlying causes, relationships, and potential interpretations.
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Conclusion Stage (Gibbs)
Conclusion Stage (Gibbs)
The fifth step, where you summarize your learning from the experience and identify key takeaways.
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Action Plan Stage (Gibbs)
Action Plan Stage (Gibbs)
The final step, where you develop a plan to improve future practice based on your reflections.
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The What, So What, Now What?
The What, So What, Now What?
A simplified reflection process that focuses on recounting the experience, analyzing its impact, and planning for future actions.
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Introduction to Reflective Practice
- Reflective practice is a cognitive process
- It helps gain insights and rethink practice
- It allows learning from experiences
- It aids in coping with similar future situations
Learning Objectives
- Define reflective practice
- Describe reflective practice theory and Gibbs' Reflective Cycle
- Understand the role of reflection in continuous professional development
- Discuss the application of reflection to learning from clinical scenarios
Reflective Practice Theory
- Reflection is a cognitive process aiding knowledge acquisition through thought, experience, and the senses
- It aids in gaining insights, rethinking practice, and learning from experiences
- Self-reflective practice is a meta-cognitive skill
- It involves thinking about one's mental processes
Reflection on Experience
- Learning from experience, rather than passive knowledge transfer, is crucial in adult education
- Donald Schön highlighted the importance of experience and reflection for professional development
- Kolb's model formalizes the modern conception of experiential learning, essential for extracting meaningful elements from experience
- Without reflection, learning remains unconscious and fleeting
Reflection: Metacognition
- Metacognition is awareness and understanding of one's own thought processes
- Reflection helps understand the content and premise of the problem and the problem-solving process
- It involves "thinking about thinking" to improve effectiveness in problem-solving and decision-making
Reflection: Critical Thought (Moon)
- Reflection can be helpful in reviewing one's own behavior, the behavior of others, and the products of behavior
- It facilitates building general theories from observations, resolving uncertainty, and considering the learning process
- It is instrumental in self-development and self-empowerment
Reflective Practice Models (Gibbs')
- Gibbs' Reflective Cycle (1988) provides structure for learning from experience
- Key stages include description, feelings, evaluation, analysis, conclusion, and action plan
- Additional models, like Driscoll/Rolfe or Kolb's model, aid in structured reflection
Kolb's Learning Cycle
- Kolb promotes learner-centered pedagogy, acknowledging different learning styles
- It has four stages adapted for reflection: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation
Reflection: on Feedback
- Reflection allows for making sense and using feedback effectively
- Reflection is crucial for understanding feedback that contradicts self-beliefs
- Reflection facilitates adjustments to practice and behaviors
Reflection: Professional Development
- Reflection prompts higher self-awareness and improves the planning of professional and personal development
- It allows for improved identification of development opportunities
Employability and Reflection
- Employability is a crucial factor in the success of graduates
- Reflection on past skills/experiences helps in setting goals and improving approaches and resilience
- Reflection on the industry's required skills is crucial for better understanding
Learning Health System (LHS)/ Learning Cycle
- Learning Health Systems embed knowledge generation within daily practice
- LHS has four key elements: organizational architecture, big data sets, quality improvement at the point of care, routine healthcare settings research
Quality Improvement Cycle/ Deming Cycle
- Deming Cycle, also called PDCA (Plan, Do, Check, Act), is a systematic process for quality improvement
- It helps gain valuable learning and knowledge to continually improve products, processes, or services
Reflections as Evidence: GMC
- The Williams review highlighted the importance of reflections as evidence for professional accountability, particularly in gross negligence manslaughter cases
- Reflections are fundamental to professionalism and should be considered
Principles of Adult Learning
- Andragogy is the art and science of helping adults learn
- Key aspects are independence, various motivations, and changes in attitudes and skills, learning via experience
- Feedback is more important than in other learning domains
Clinical Learning Environment (CLE)
- The CLE (Clinical Learning Environment) is crucial for healthcare professionals
- It includes social interactions, organizational cultures, structures, and perceptions
Reflection for Self-awareness
- Enhancing self-awareness through reflection involves analyzing personal strengths and weaknesses
- It can involve feedback from oneself, and from others; using strategies such as critical friends, mentorship and 360-degree appraisal
What? So what? Now what?
- Framework with three questions to guide reflection (What happened?, So what?, Now What?)
- Helpful for making sense of past experiences and for preparing for future situations
Conclusions
- Summarize the learning and highlight positive changes, and suggest how improvements in the future can be made
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