Defining Reflective Practice And Identifying Advantages And Implications Nursing Essay

Defining Reflective Practice And Identifying Advantages And Implications Nursing EssayThe superpower to receive wistful in trust has become a demand adroitness for wellness headmasters. The applyation of musing do is now plunge in many of the other each(prenominal)ied health c argon disciplines including the radiography profession. UK health practicians ar expected to meet a go on master copy growth metre (CPD), and reproval is a scheme that facilitates meeting this standard for registration (Driscoll and Teh, 2001). This is to en sure as shooting that health professionals are continuing with their passing(a) generatement and improving their behave. Reflective entrust plays a big part in healthcare today and is becoming increasely noniced. This assignment aims to bestowress the rendering of pondering course session, advantages and disadvantages associated, implications of ruminative employment and how to ameliorate echoion within healthcare.What is reflective institutionalise?Reflective practice is advocated in healthcare as a encyclopedism process that pass ons self evaluation with subsequent professional development planning (Zuzelo, 2009). Reflective practice has been identified as one of the get wind slipway in which we put up learn from our experiences. Reflective practice kindle mean victorious our experiences as an initial point for our education and develop practice (Jasper, 2003). Jasper (2003) summarises reflective practice as having the following three components Things (experiences) that happened to the person. The reflective processes that enable to person to learn to learn from those experiences. The actions that result from the new perspectives that are recalln. reflexion is part of reflective practice and is a skill that is developed. It support be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity operator (Atwal Jon es, 2009). mirror image re-examines the individual experiences or feelings, and the outcome of this is allowing the practitioner to develop a new perception and an appreciation of how the experiences encountered in practice enkindle add to professional knowledge (Boud et al, 1985). Reflective practice permits the review of everyday practice to develop the additional knowledge, skills and competencies required to enhance care delivery. Reflection cigaret be described as a process of reasoned hypothesizeing. It supports the practitioner to critically assess self, and their approach to practice (Fleming, 2006). There are contrastive interpretations of reflection and reflective practice record. However, there are two vigorous kn own basic forms of reflection. Schn (1987) identifies two types of reflection that understructure be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action means examining your own behaviour and that of others while i n a situation (Schon, 1995 Schon, 1987). It chiffonier be termed as coming crosswise situations and problems which whitethorn require thought and problem solving in the middle of practice. It screwing too be described as implying whilst doing (Millinkovic and Field, 2005). Reflection-on-action is perchance the most common form of reflection. It involves revisiting experiences and critically analysing them to uphold amend skills and to remedy future practice. The aim of reflection is to value strengths and to develop diverse, more impelling ways of acting in the future ( slightlyrville and Keeling, 2004). Reflective practice is seen as more than just a thoughtful process. It has the potential to be glum into a learn situation where future practices can be changed as a result of the process (Jarvis, 1992).Advantages of reflectionReflective practice is an requisite component of continuing professional development (CPD) and is required by all regulatory bodies of healthcar e professionals in put together to claim registration (Atwal Jones, 2009). However, Driscoll (2006) nones that reflective practice is regularly represented as a choice for health professionals, whether to be reflective or not to be reflective, virtually their clinical practice. Driscoll (2006) as well as notes that if there is such a commitment to reflection, it can help improve practice and transform healthcare. It has been argued that reflection on clinical constitute may be of the essence(p) to the development of our clinical knowledge (Benner, 2001). Atwal and Jones (2009) hint reflective practice can build up advance levels of self-cognizantness about themselves as practitioners and as individuals, leading to opportunities for professional and individual(prenominal) development. There are acquires and barriers of incorporating reflection into the NHS and resource professional practice. The benefits of reflective practice areReflection enables health professionals t o share knowledge with others, to help practice and assists practitioners in making sense datum of challenging and complex situations (Chapman et al, 2008). This helps to optimise work practice and improve interprofessional relationships.Reflection allows an objective to look at our practice in tell to improve the quality of our performance at work. It also allows practice to be critiqued, enabling enhancement in the development of areas claimed to be improved, identifying learning stupefys (Stewart et al, 2000) and taking responsibility for continuing professional development (Griffin 2003).Reflection helps practitioners develop a questioning attitude and the skills needed to constantly update knowledge and skills (Westberg and Hilliard, 2001).Reflective practice helps recognise the strengths and weaknesses, enhancing development and helps apply the skill of reflection to CPD cycle.Reflection can assist the practitioner to observe the aspects of their practice, encourage profe ssional development, personal growth and evaluation of skills ( Chapman et al,2008)Reflection helps practitioners reach out sense of challenging and complicated practice, and acts as a reminder that there is no end to learning (Zuzelo, 2009)Disadvantages of reflectionThere are known barriers which foil practitioners existence able to reflect effectively. Smythe (2004) questions whether there is any time to think and be reflective because of the busy work environment that practitioners are regard in. Barriers to reflection areLack of demand to partake in reflection or reflective practices from supply or fellow colleagues.The culture of organisation. Some organisations may not promote reflective practice because it may not highly be favoured in the surgical incision, or there may not be any interest in reflection (Workforce Support, 2010).Some mental faculty may not know how to attempt reflective practice because they may have not been taught how to undertake it and how to refl ect in such a manner, and may be apprehensive about documenting experiences and emotions (Workforce Support, 2010).Some practitioners are grow in the preconception that reflection is too difficult and that reflection is a taught skill (White, 2003).There is lack of time to undertake reflective practice as imaging departments today have an increase in workload and if the department is relatively busy, there is a lack of time to undertake reflection, as reflection does require few quality time (Johns and Freshwater, 2005).radiography is largely scientific and technical therefore reflection does not need to play a role in the profession (Hall and Davis, 1999). However radiography has evolved by the years and the work is becoming increasingly more enduring centered.Reflection may be seen as something often utilize in response to a negative outcome (White, 2003).Implication of reflective practice in regards to service delivery and management.Service delivery is a merry component o n improvement of health services. The World Health arranging (2010) summarises that effective service delivery depends on key resources such as motivated provide, information and equipment, and these have to be well managed. vision departments need to make sure that these key components are in place, in order to deliver the best assertable care, and making sure they exceed the requirements of the patient. It can be suggested that reflective practice is identified as an in-chief(postnominal) strategy for enhanced care delivery and continuing professional development.The Health Professions Council standards of proficiency for Radiographers (HPC 2007/09) state that CPD contributes to the quality of practice and service delivery and stresses the value of reflection on practice and the need to record the outcome of such reflection. It is suggested that by supporting reflective practice in healthcare departments, issues of the quality of own service delivery can be raised. Reflectio n impart also help develop service delivery and provide a service in the best possible way, and depart allow the department to think about actions that are being undertaken that should not be, and actions that are not being taken that should be (E-training resources, 2010). Reflective practice may become an fortune for innovation and change within the department. If reflective practice is to be back up in departments, the department would need to make sure that all rung are participating in reflective practice and making sure that staff are benefiting from this, and learning from their practice. Some staff members may reclaim it difficult to engage in reflective practices, therefore it is essential that the department help assist with the reflective processes to make sure all staff are actively participating (Workforce Support, 2010).The service head would have to make sure that the staff in the department are travail some form of reflection and can build ways to help impleme nt some reflective practice activities within the department for all staff to engage in. Implementing these practices will help shape the management of the department.Examples of reflection documentedMany journals have been written that propose the use of reflective assignments and journaling as shaft of lights to improve reflection and view skills in healthcare (Chapman et al, 2008). Forms of reflection can be very useful in recogniseing how practitioners can improve both their professional practice and the organisation in which they work in (Workforce Support, 2010). Reflective practice can be made formal through such processes and underpins the process of continuing professional development (CPD) (White, 2003). Pee et al (2003) states that journal writing is a technique for individuals to express their experiences and to use the reflective and analytical, or critical intellection process for learning. Reflective journals are an perfection way to be actively involved in learn ing (Millinkovic Field, 2005) and can be implemented to allow practitioners to write down events in practice and their thoughts and actions on daily situations, and how this may impinge on their future practice (Williams Wessel, 2004). Reflective clinical journals also present a method in which health care professionals may write about clinical learning experiences and reflect on them (Millinkovic and Field, 2005). Practitioners can progress their skills in reflective thinking and writing, which will allow the practitioners to become self- directed in their learning (Chapman et al, 2008). This is also in agreement with Kennison and Misselwitz (2002) as they state that reflective journals can be considered a helpful tool of reflection, as it can help develop the health care professionals writing skills, reflect on their practice, discover reactions and bring new meanings to past experiences. Reflective workplace diaries can also be used to promote reflective practice. Workplace dia ries can be used to note down events that occurred within a clinical setting for typesetters case a critical incident or a patient interaction (Chapman et al, 2008). It is a daily record of day by day personal experiences and observations and from these thoughts, ideas and feelings can be expressed. From this, questions such as what happened and why? How do I feel about it? What can I learn from it? Can be asked, and this will allow the practitioner to reflect on their topic in a deeper more thought processed structure. Chapman et al (2008) stresses that it is also important that when using the reflective diary, the health practitioner has to be able to reflect, are willing to reflect and to make changes from this reflection. A review of the diary will help practitioners progression of reflective writing, and more levels of critical reflection can be undertaken.Ways to improve reflectionReflection can be improved in a number of ways to help benefit the practitioner. Appraisals can be implemented within the department, for all health practitioners to take part in. The appraisals will encompass the practitioner to talk about their practice and how they are using their skills, and to reflect on the work that they are undertaking, taking note of any improvements that can be made to better the practice. An increase in knowledge can be demonstrated through reflective practice with the focus of reflective reports including involvement in audits and research (Snaith and inflexible, 2007). Snaith and Hardy (2007) also write that reviewing local practice initiatives among many other possible activities may help improve reflection. Continuing professional Development (CPD) essential to the enhancement of clinical skills (Chapman et al, 2008) and is mandatory to the HPC in order to retain registration. Imaging departments can implement ways for practitioners to engage in CPD activities that are reachable to all practitioners. CPD will help keep professionals up to dat e and will also help practitioners engage in ways in which they can reflect in the activity undertaken, which will enhance their reflective and thinking skills. This will benefit to lifelong learning (Chapman et al, 2008). Reflection can be incorporated into a CPD as a means to enhance and maintain reflective practice in a clinical setting. The Society and College of Radiographers CPD tool offers some direction to practitioners that want to present reflective evidence of their increasing knowledge base and a reference systemwork of how it may be be after (Kelly, 2005). Tutorials can be implemented in the department for practitioners that want to become involved in reflective practice, the different ways to reflect, and some frame works that are used for reflecting. Not many practitioners are aware of how to reflect on practice (Workforce Support, 2010). There are different ways of reflecting and by making these ways become known to practitioners, it can help decide which framework is best suited for their learning, and can undertake better reflection on their work.ConclusionAlthough experience is at the centre of learning in imaging departments, reflection is fundamental to deeper learning from experience. Reflective practice is becoming an essential skill that is incorporated into clinical practice and continuing professional development (CPD) and it is therefore important that the imaging department understand the role and the potential of reflection. The adoption of a reflective approach to clinical work is important since it is an effective means of highlighting best practice, whilst furthering professional development. Different ways to reflect in practice can be approached and adopted that will benefit future practice of the professional and how it implements their daily work lives however, there are evident barriers to reflection within an imaging department. This includes time because of the busy environment a hospital encompasses and lack of motivat ion if the vast majority of health care practitioners are not undertaking it. Imaging departments have to implement ways in which the practitioners can reflect in their practice to enhance patient care and promote effective service delivery. Reflection can be a powerful removal firm in the process of learning, which can lead to change and the development on a professional and personal level and various measures have to be taken into account to achieve this.