Reflective Writing And Critical Thinking PDF

REFLECTIVE WRITING AND CRITICAL THINKING Teaching & Learning Principles Unit-I Imran Waheed Demonstrator (INS-KMU)  Objectives By the end of this session the students will be able to: Discuss thinking process; to understand the process of reflective observatio...

REFLECTIVE WRITING AND CRITICAL THINKING Teaching & Learning Principles Unit-I Imran Waheed Demonstrator (INS-KMU)  Objectives By the end of this session the students will be able to: Discuss thinking process; to understand the process of reflective observation. List and Compare types of thinking. Define critical thinking. Discuss the components of critical thinking Define reflection. Discuss types and process of reflections Analyze the role of critical thinking in reflective practice. Explain the process of journal writing.  Human Brain Thinking Process The thinking process was oriented by DR.ELIYAHUGOLDRATT TOM. It is a mechanism that allows us to verbalize, construct, analyze, and communicate cause and effect relationships to propose feasible solutions to the problems. "The world we have created is a product of our thinking; it cannot be changed without changing our thinking.“ Albert Einstein  Human Brain Thinking Process Thinking exists as the top mental activity demonstrated by Human. All human accomplishments and advancement come from the results of thought. Thought and activity are inseparable. All human normally perceives an action in his mind before undertaking an activity. Cognition refers to the thought process.  Types of Thinking It can be divided into several opposing categories; Concrete Thinking vs. Abstract Thinking Convergent Thinking vs. Divergent Thinking Creative Thinking vs. Analytical Thinking Sequential (linear) Thinking vs. Holistic Thinking  Conti… Concrete Thinking vs. Abstract Thinking Concrete thinking refers to the thinking on the surface or are visible allowing any individual to observe and understand whereas abstract thinking requires much more analysis and goes deeper. Concrete thinking will only consider the literal meaning while abstract thinking goes deeper than the facts to consider multiple or hidden meanings. Concrete thinking refers to the process of comprehending and applying factual knowledge. Abstract thinking goes beyond all the visible and present things to find underlying purpose. Example: A concrete thinker will look at the flag and only sees specific colors, marking, or symbols that appear on the cloth. An abstract thinker would see the flag as a symbol of a country or organization. They may also see it as a symbol of liberty and  Conti… Convergent thinking vs. Divergent thinking Convergent thinking involves bringing facts and data together from various sources and then applying logic and knowledge to solve problems or to make informed decisions or to find a single answer. Example; Sherlock Holmes. puzzles. fact fact s fact s s answer  Conti… Divergent thinking, involves breaking a topic apart to explore its various component parts and then generating new ideas and solutions. Thinking outwards instead of inward. A creative process of developing original and unique ideas. idea ide stimul ide a us a ide a  Conti… Analytical Thinking vs. Creative Thinking Analytical thinking is about breaking information down into its parts and examining those parts their relationship. It involves thinking in a logical, systematic order to analyze data, solve problems, make decisions, and/or use information. Creative thinking, refers to conceiving new and innovative ideas by breaking from established thoughts, theories, rules, and procedures. It is not about breaking things down or taking them apart, but rather putting things together in new and imaginative ways. Example: An analytical thinker may look at a bicycle to determine how it works or what is wrong with it. A creative thinker may look at the same bicycle and think or an new way to make it faster or a new way to use it.  Conti… Sequential Thinking vs. Holistic Thinking Sequential thinking is processing information in orderly prescribed manner. It involves a step-by-step progression where the first step needs to be completed before then second step occurs. If a = b, and b = c, then a = c Holistic thinking, means seeing the big picture and recognize the interconnectedness of various components that form larger systems. Example: When assembling a table, a sequential thinker would follow the step-by-step directions. A holistic thinker would want to see or mentally visualize how the table would look when it is completed.  Critical Definition: Thinking A careful and goal-directed thinking that is used to assess complicated situations, identify actual and potential problems, and make decisions about an action plan. Critical Thinking (CT) is considered a fundamental cognitive process for knowledge development and utilization; and it is applicable to problem solving and decision making in any context whether it is social, clinical, ethical, managerial, or political (Simpson & Courtney, 2002)  Key Components of Critical Thinking 1. The process of thinking is as significant as the outcome 2. Be attuned to your own beliefs, values, and prejudices as well as your personal experiences 3. Challenge assumptions 4. Consider the arguments 5. Consider alternatives 6. Consider the context 7. Know the sources of information 8. Assume a posture of reflective skepticism  Nursing and Critical Thinking The ability of critical thinking increases as the work years increase, and the critical thinking skills can be improved during nursing education. Be rapid and dynamic change in the health care system, nurses in providing optimal patient care, problem solving, ethical decision making, determine priorities and trends in clinical decision making and critical thinking skills you need to use (Yıldırım 2010b)  Reflection Definition: Reflection is an important human activity in which people recapture their experience, think about it, ponder over & evaluate it. It is working with experience that is important in learning’. OR “Reflection is an essential phase in the learning process whereby people explore their experiences in a conscious manner in order to acquire new understandings and new behaviour patterns.” (Professor Peter Jarvis ,1987). Reflective practice is "the capacity to reflect on action so as to engage in a process of continuous learning What matter most is how you see yourself.  Critical Reflection Think about an experience or event that revealed an area of concern (Boyed & Fales, 1983; Baker, 1996) E.g. nursing student making a clinical error Lack of knowledge about a disease Personal assumption or bias towards a patient Learn about yourself, your gaps in knowledge, assumptions and biases and thought processes. Adopting to new knowledge through personal growth and change. Reflection: Informal & Formal Informal Reflection Involves self- questioning Develops our awareness of our own assumptions(true without proof) Formal Reflection Draws on research & theory Provides guidance & frameworks for practice.  What is Reflective Learning? Reflective learning is a learned process that requires time and practice. It is an active process involving thinking through the issues yourself, asking questions and seeking out relevant information to aid your understanding. Reflective learning works best when you think about what you are doing before, during and after your learning experience. Reflective learning is not only about recognizing something new, it is also to see reality in a new way. Reflection is an important skill to develop and requires you to think about how you are personally relating to what is happening in the learning environment.  Process of Reflective Learning What do I think about this\ issue/topic/experience? - Explore my understanding, perceptions and ideas - Question my assumptions - Identify anything confusing or difficult to understand - What more do I need to know to help my understanding Develop and Identify, locate and refine my interpret relevant ideas and information and beliefs resources How can I use this experience to improve my learning, thinking and working?  What should you write about? What do you think about issues discussed at the learning event? What do you understand so far? How can you reach a better understanding? What do you need to know more about, and how can you go about finding out more? What resources have helped you to understand and/or been interesting to use?  Cont... How do you feel about the way you have approached the subject/topic so far? Have you changed your opinions or values during process/experience? How can you improve your learning, thinking and working in the future? Have you identified the next step for your development?  Models or Frameworks of Reflection Models OR frameworks for reflection, encourage a structured process to guide the act of reflection. There is no right model. Often it is appropriate to use one model of reflection as a basis, but use prompt questions from other models if they best fit your particular situation. Common models Kolb’s Gibbs' Johns' Driscoll (by Borton) David A. Kolb’s experiential cycle (Kolb 1984) Concret e experien ce Active experiment ation cycle Reflectiv e observati on Abstract conceptualisa tion  Gibbs' Model Graham Gibbs developed his reflective cycle (Gibbs 1988) based upon each stage of David A. Kolb’s experiential cycle (Kolb 1984). Full structured analysis of a situation Most commonly used model by health care professionals  Johns' Model Christopher Johns designed his model for structured reflection (Johns 2006) through analyzing the dialogue between practitioners and their supervisors. Johns used Barbara Carper’s patterns of knowing in his model (Carper 1978) which includes the following: Aesthetics (the art of what we do) Personal (self awareness) Ethics (moral knowledge) Empirics (scientific knowledge)  Driscoll (by Borton) Terry Borton’s (1970) 3 stem questions: 'were developed by John Driscoll in 1994, 2000 and 2007. 1. What? 2. So What? 3. Now What? This is a description of the event. Trigger questions: What… … is the purpose of returning to this situation? … what happened? … did other people do who were involved in this? … did I see/do?  Conti… Trigger questions: So what… What did I feel at the time of the event? Is there any change in my feelings now? Is there anyone who can help me to reflect on my practice? Were those feelings I had different from other people? Trigger questions: Now what… Are the implications for me and others in clinical practice based on what I have described and analyzed? Is the main learning that I take from reflecting on my practice in this way? Help do I need to help me 'action' the results of my reflections? …aspect should be tackled first? How can I modify my practice if a similar situation arises again? How will I notice that I am any different in clinical practice?  Layers of reflection - exercise Reflection involves describing, analyzing and evaluating our thoughts, assumptions, beliefs, theory base and actions.  Simple example: layers of reflection I saw a health care member inserting ETT Level 1: Descriptive I saw a health care member inserting ETT, which I had not seen before. Level 2: Descriptive, some reflection I saw a health care member inserting ETT, which I had not seen before. It really sensitized me! Level 3: Descriptive, reflection and awareness/learning. I saw a health care member inserting ETT, which I had not seen before. It really sensitized me! I will learn and try it under supervision. Level 4: Descriptive, reflection, learning and future action.  Layers of Reflection I saw a health care member inserting ETT Level 1: Descriptive I saw a health care member inserting ETT, which I had not seen before. Level 2: Descriptive, some reflection I saw a health care member inserting ETT, which I had not seen before. It really sensitized me! Level 3: Descriptive, reflection and awareness/learning. I saw a health care member inserting ETT, which I had not seen before. It really sensitized me! I will learn and try it under supervision. Level 4: Descriptive, reflection, learning and future  Reflective Practice Description Layered with your reflection using emotions – your awareness of yourself in the action. Layered again with what you learned from reflection and awareness Layered again with how and what you learned through your reflection has changed your – Future learning, thinking, behaviour, ideas  Gibb’s Reflective Model (1988) Gibbs' suggestions are often cited as Gibbs' reflective cycle or Gibbs' model of reflection (1988), and simplified into the following six distinct stages: Description Feelings Evaluation Analysis Conclusion Action plan Gibb’s Reflective Model Cont….. Description: "What happened? Don't make judgments yet or try to draw conclusions; simply describe. Feelings: "What were your reactions and feelings? Again don't move on to analyzing these yet." Evaluation: "What was good or bad about the experience? Make value judgments. Analysis: "What sense can you make of the situation? Bring in ideas from outside the experience to help you.“ "What was really going on?" "Were different people's experiences similar or different in important ways?" Conclusions: "What can be concluded from these experiences and the analysis you have undertaken? Personal Action Plans: "What are you going to do differently in this type of situation next time?" "What steps are you going to take on the basis of what you have learnt?"  Gibbs' Model of Reflection Description What happened? Feelings What were your thinking and feelings? Evaluation What was good and bad about experience? Analysis What sense can you make of the situation? Conclusion What else could you have done? Action plan If it rose again what would you do?  Process of Journal Writing A journal is a continued series of writings made by a person in response to their life experiences and events. Diaries contain a description of daily events. A journal may include those descriptions, but it also contains reflections on what took place and expresses emotions and understandings about them. It doesn't matter what you call your writing, either a diary or journal, as long as you see the distinction between these two ways of writing.  Learning journal A learning journal is a collection of notes, observations, thoughts and other relevant materials built‐up over a period of study time , learning and/or working experience. Its purpose is to enhance your learning through the process of writing and thinking about your learning experiences. Your learning journal is personal to you and will reflect your personality, preferences and experiences. Journal writing encourages learners to reflect on their practices.  Why use a learning journal? To provide a “live” picture of your growing understanding of a subject experience. To demonstrate how your learning is developing. To keep a record of your thoughts and ideas throughout your experiences. To help you identify your strengths, areas for improvement and preferences in learning. A learning journal helps you to be reflective about your learning, this means that your journal should not be a purely descriptive account of what you did but an opportunity to communicate your thinking process: how and why you did what you did.  How to Structure your learning journal Your learning journal may be: A learning log A fieldwork diary or personal development planner. A journal could be a notebook, an electronic document or sometimes recorded verbally on tape. Choose a method that works best for you!  Critical Thinking The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. (Michael Scriven & Richard Paul, 1987)  Critical Thinking in Nursing A composite of attitudes, knowledge, and skills that include “defining a problem, choosing information for the solution, recognizing stated and unstated assumptions, formulating and selecting relevant and promising hypotheses, drawing conclusions, and judging the validity of the inferences” (Hickman, 1993)  Critical thinking in nursing Rubenfeld (2000). Critical thinking in nursing is an essential component of professional accountability and quality nursing care. Critical thinkers in nursing exhibit these habits of the mind: confidence, contextual perspective, creativity, flexibility, inquisitiveness, intellectual integrity, intuition, open- mindedness, perseverance, and reflection. Critical thinkers in nursing practice the cognitive skills of analyzing, applying standards, discriminating, information seeking, logical reasoning, predicting, and transforming (knowledge. (p. 357)  Nursing And Critical Thinking The ability of critical thinking increases as the work years increase, and the critical thinking skills can be improved during nursing education. Be rapid and dynamic change in the health care system, nurses in providing optimal patient care, problem solving, ethical decision making, determine priorities and trends in clinical decision making and critical thinking skills you need to use (Yıldırım 2010b).  References Coughlan, A (2007-08). Reflective learning: keeping a reflective, learning journal. DCU Student Learning Resources. (p.1-4) https://www.dcu.ie/sites/default/files/studen ts/Ref lectiv elearning.pdf Retrieved on 13/10/2020 Özkahraman, Yildirim, B. An Overview of Critical Thinking in Nursing and Education. American International Journal of Contemporary Research http://www.brainyquote.com/quotes/keywords/ ref lectio n.html Retrieved on 13/10/2020 The only t i m e you m u s t n ' t fail is t h e l a s t t i m e y o u t r y. Charles Ke t t e r i n g