1. Reflective Writing
Nuala OSullivan

2. Overview Define Reflection Examine the concept of reflection
Why write reflectively
Process of Reflecting
Skills for Reflective Writing
How to write reflectively
Critical Incident Technique
What reflective writing is not

3. When do you Reflect?

4. Definitions: Dewey (1933)
An active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends
(Dewey 1933)

5. Reflective Perspectives
A generic term for those intellectual and effective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation (Boud, 1985)
Reflection-in-action (thinking on your feet) and Reflection-on-action (retrospective thinking).
Schön (1987)
an active process rather than passive thinking: Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice (Reid,1993)
Boud reflects from a learner’s perspective
Schon and colleagues believed that novel or unique situations forced the learner to formulate a model as previous ones do not fit. Schon further developed this with Agyris but it has been criticised for not following its own recommendations (Greenwood 1993)
Reid’s evaluation is the closest to what we need as she emphasises the evaluation of the experience

6. Why Reflect? Deeper Learning Theory to Practice
Extends knowledge links
Celebrates success
Highlights learning opportunities
Explores thoughts & feelings
Develops self-awareness
Breaks automatic behaviours
Informs future practice

7. Before Action During Action After Action When to Reflect
Preparation and Planning
During Action
thinking on your feet
After Action
Looking back to find a way forward

8. Skills for Reflective Writing
GO BEYOND DESCRIPTIVE WRITING!
Step back & consider your own role
Consider perspectives of others
Consider legal & organisational implications
Show awareness of P & S influences
Show what you have learned
Political and Social influences

9. Critical Incident Technique
A critical incident is a significant one which had an impact
Critical Incident Technique
“ a set of procedures for collecting direct observations of human behaviour in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles” ~ John Flanagan 1954

10. CIT Steps Why did I view the original situation that way?
To use the CIT ask yourself these Questions:
Why did I view the original situation that way?
What assumptions about it did I make?
How else could I have interpreted it?
What other action(s) might I have taken that would have been more helpful?
What will I do if I am faced with a similar situation again?

11. Maslin-Prothero ed, 2001 (in Girot 01)
What?
So What?
Now What?

12. What?
Exactly happened in your words
Did you see? Did you do?
Was your reaction?
Did other people do?
Do you see as the most relevant aspects of the situation

13. So What? Practical Were you trying to achieve?
Was the rationale for how you responded?
Beliefs/Values influenced your actions?
Assumptions did you make?
Knowledge did/should have informed you?
Are your feelings now? Any differences? ...Why are there differences?
Good for self or others as an outcome?

14. So What? Emotional Were your feelings at the time?
Troubles you about it now? (if anything)
Were your experiences compared to those of others?
Were the feelings of others involved? ...How do you know?
Are the main reasons for feeling differently from others?

15. Now What? Are the implications for you/others involved?
Needs to happen to alter the situation?
Happens if you do nothing?
Might you do differently if this happens again?
Would happen if you behaved differently?
Information do you need next time?
Where would you get that information?

16. Don’t
Stick with a descriptive narrative
End up with a list of events
Blame / Make Excuses
Avoid obvious learning opportunities
Forget to relate to referenced theory

17. Do
Write in the first person
Analyse and relate material to referenced theory
Take responsibility for your own role
Ensure there are learning outcomes
Focus on what worked ....as well as what could be improved upon

18. References
Boude D., Keough, R, Walker, D (1985) Reflection: Turning Experience into Learning Kogan Page London: Clamp C (1980) Learning Through Critical Incidents Nursing Times Oct 2:
Davis, P. (2006). Critical Incident Technique: A Learning Interverntion for Organizational Problem Solving. Development & Learning in Organizations. Vol. 20 No.2. pp 13-16
DeweyJ (1933) How we think. Henrey Regney, Chicago
Flanagan, J. (1954).The Critical Incident Technique. Psychological Bulletin.Vol. 51. No. 4 pp
Girot E.A. Reflective skills. In Maslin-Prothero S.(ed.) Baillere’s Study Skills for Nurses 2001 – second edition. Baillere Tindall/RCN. London
Greenwood J(1993) Reflective Practice: A Critique of the Work of Argyris and Schon. J. Adv Nurs Vol 21:
Johns C (1995) The Value of Reflective Practice for Nursing.J. Clinical Nurs. 4: 23-60
Kemmis S (1985) Action Research and the Politics of Reflection. In: Boude D et al (1985) Reflection Turning Experience into Learning. Kogan Page, London
Louden W (1991) Understanding Teaching.Cassell, London
Mezirow J (1981) A Critical Theory of Adult Learning and Education. Adult Education 32: (1) 3-24
Reid, B (1993) “But we’re doing it already” Exploring a response to the concept of reflective practice in order to improve its facilitation. Nurse Ed Today 13:
Schon D (1987). Educating the Reflective Practitioner. Josey Bass, San Francisco