1. Work Based Learning Through Reflection
Sue First
Advanced Practice Learning Facilitator

2. Learning outcomes(LO) Assessment Criteria(AC) level 7
LO-Critically review your own development and assessment plans.
AC-Include a reflective report on the process and outcomes (both for yourself and the service) of your plans and assessment; reflection should display relevant theory, evidence and practice and how they are integrated within a reformulation of your practice.

3. Learning outcomes(LO) Assessment Criteria(AC) level 6
LO Reflect and review your own development and assessment plans
AC-Produce a reflective report on the process and outcomes of your plans and assessment

4. What is Reflection?
“… A process of reviewing an experience of practice in order top describe, analyse and evaluate and so inform learning on practice”
(Reid, 1993 – cited in Burns & Bulman 2000)
Houghton 2008

5. “ Reflection is a window through which the practitioner can view and focus self within the context of her own lived experience ion ways that help her to confront, understand and work towards resolving the contradictions within her practice between what is desirable and actual practice”.
(Johns 2000)
Houghton 2008

6. Why use Reflection in Practice?
‘Reflection is widely recognised as an invaluable tool in health care, providing fresh insights which enable practitioners to develop their own practice and improve the quality of their care’.
(Johns 2000)
Houghton 2008

7. Why reflect? Maximise learning & experience Promotes high quality care
Ensures care is appropriate and effective
Aids in the elimination of ritualistic practice
Promotes theory /practice integration
Promotes professional and personal growth
Houghton 2008

8. What skills do I need to Reflect?
Self awareness
Ability to describe
Ability to critically analyse
Ability to synthesise
Ability to evaluate
(Atkins and Murphy 1993)
Houghton 2008

9. Models of reflection Proliferation of models & frameworks
Dewey(1933) - ‘authentic reflection’ when confronted by a ‘felt difficulty’ which is problematic/perplexing
‘we learn by doing and REALISING what came of what we did’
Reflecting upon experience/actions rather than Schon(1983,1987) ‘in action’

10. 3 overlapping and interacting worlds
Behavioural
world
Social
world
Structural
world

11. 3 Levels of reflection Level 1 Descriptive – events
Level 2 Reflection- Theory & Knowledge
Mulling over, analytical
Level 3 CRITICAL Reflection - learning (HE 6/7degree level)
Awareness of multiple perspectives & social, cultural, political, psychological contexts,
linking to a model or theory and apply to practice/ work place

12. Experiential learning
Kolb proposed a four-stage learning process with a model that is often referred to in describing experiential learning
The process can begin at any of the stages and is continuous, ie there is no limit to the number of cycles you can make in a learning situation. This theory asserts that without reflection we would simply continue to repeat our mistakes.

13. The process of learning is:
through concrete experience
through observation and reflection
through abstract conceptualisation
through active experimentation

14. Kolb’s cycle Concrete experience Testing implications of
concepts in new situations
Observations and reflections
Formation of abstract concepts/ generalisations

15. Key aspects of learning from experience (Brennan & Little 1996)
Experience is foundation & stimulus for learning (active engagement)
Learners actively build their experience (your unique past)
Learning is a holistic process (problems in context)
Learning is socially and culturally constructed (question social assumptions)
Learning is influenced by socio – emotional context (self esteem, success)

16. Fundamental patterns of knowing (Carper 1978) 4 ways of knowing
So what do you now know????
Fundamental patterns of knowing (Carper 1978)
4 ways of knowing
1.Empirical – technical rationality – scientific knowledge.
2.Aesthetic – innate response – intuition.
3.Personal – knowing self – the ability to trust self.
4.Ethical – moral knowledge – making judgements about what is right or wrong.
KOLB HANDOUT

17. Learning about oneself
‘The 3 major ways we develop ourselves are by learning, reflection and imagination. It is this ability to transform ourselves that lies at the heart of educational endeavour & at the heart of work related learning’ (Moreland 2005)
The individual is faced with a kaleidoscope
of possibilities and choices which present
threat and opportunities. This necessitates
the increasing use of reflection, in which
individuals look critically at their action and
ask what they are making of themselves
(Butt 2004:18)

18. Write about the changes in yourself
Knowledge (easy)
Skills (relatively easy)
Attitudes (difficult)
Personality traits (most difficult)
Combine reflection upon 4 spheres
Academic learning
Professional learning
Personal learning
Interdisciplinary learning

19. What do I do???
Recall - BRIEF descriptive narrative identifying the critical issue
Retrospective - Exploration and analysis of personal assumptions within the event
Examination - of the critical issue with reference to a reflective framework or model and rationale for its use
Discussion - and evaluation of internal and external contextual issues and their impact on the event
Evaluation - of own performance through discussion of a changed personal perspective and implications for professional practice
RELECTIVE PRACTIVCE ARTICLE HANDOUT

20. References
Atkins S, Murphy K (1993) Reflection. A review of the literature. Journal of Advanced Nursing 18:
Burns S, Bulman C (2000) Reflective Practice in Nursing: The Growth of the Professional Practitioner. Blackwell Science: Oxford.
Boud D, Keogh R, Walker D (1985) Turning Experience into Learning. Kogan Page: London
Johns C (2000) Becoming a Reflective Practitioner. Blackwell Science: Oxford
Rolfe G (1996) Closing the Theory Practice Gap: A New Paradigm for Nursing. Butterworth-Heinemann: Oxford.
Schon D.A (1987) Educating the Reflective Practitioner. Jossey Bass: London
Houghton 2008