REFELCTIVE ANALYSIS PROFESSIONAL DEVELOPMENT Essay

REFELCTIVE ANALYSIS PROFESSIONAL DEVELOPMENT - Essay ExampleFollowing Gibbs (1988) model of reflection, I shall read the integration between theory and come. This model identified six details involved in wistful behave where at each stage the I would ask myself a number of questions leading to the final stage of an action plan. It begins with selecting a critical incident to reflect upon followed by keen observing and describing of the incident, then analyzing my experience. This is followed by interpreting the experience and exploring alternatives leading up to an action plan. This is is a cyclical process which en qualifieds continual ex post facto reflection. II. Reflective Practice Reflective practice has been a key underpinning of qualified nurses since the United Kingdom key Council for Nursing, Midwifery and Health Visiting (UKCC) (1992) required them to keep a professional portfolio. As professionals, we are accountable for our ongoing learning and self development, pr oviding the best care to our patients. To ensure this, we need to focus on our actions and skills to be able to meet the demands of patients, colleagues and professional bodies. In order to be reflective practitioners, we need to be reflective thinkers. Reflective thinking is thinking that is aware of its own assumptions and implications as well as being advised of the reasons and evidence that support the conclusion (Lipman, 2003, p.26). John Dewey defined reflective thinking as an active, persistent and mensurable consideration of any belief or supposed form of knowledge in the light of the lawsuit that support it and the further conclusion to which it tends (cited in Martin, 1995, p.167). Reflective thinking leads one to be more self- cognizant so he layabout develop new knowledge about professional practice. Reflective practice has been recognised to be an important tool for professional development. Rowls and Swick (2000) agree and observed that practitioners who regularly reflected enabled them to develop their skills and the musical mode they deal with patients. Schunk and Zimmerman (1998) describe how a self- reflective practice allows us to monitor, evaluate and adjust our performance during learning. Adjusting strategies establish on assessment on our learning helps to achieve the goal of learning and identifying the activities well suited to our situations (Schunk & Zimmerman, 1998). However, practitioners much eyepatchs found the process quite time consuming and there was a keener fear of turn introspective or being critical of oneself too much in practice. It is likely that one can be too engrossed in his reflection that he gets to neglect the delivery of a great work performance. Schons theory outlines two different types of reflection that occur at different time phases reflection on action (Schon 1983) and reflection in action (Schon 1983). Reflection in action is often referred to the colloquial phrase as thinking on your feet a term used to being able to assess ourselves within a situation, making appropriate changes and still keeping a steady consort in the process. Reflection on action is when reflection occurs after the event. This is where the practitioner makes a deliberate and conscious attempt to act and reflect upon a situation and how it should be handled in the future (Loughran 1996). This means while performing a professional