Johns [ edit ] Adaptation of the Johns reflective model Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. Reflection occurs though "looking in" on one's thoughts and emotions and "looking out" at the situation experienced. Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation.
Both learners and practitioners alike need to make an effort to keep up to date with new developments.
Reflective practice done well, is an easy and effective way to do this. In its simplest form, reflective practice is the ability to reflect on your actions and engage in a process of continuous learning.
Reflective practice is a core component of professional development for all health professionals. Without it, learning and self-growth become harder, and job satisfaction can suffer. Just another chore and tick-box exercise that has to be completed, and one more strain to manage.
Yet, done well, in a supportive working environment, reflective practice has a huge amount to offer. The key to this is to make sharing your reflections and learning from them, an integral part of your practice. More importantly, he highlights how reflection is essential to avoid burnout by helping nurses to stay connected with their passion for their profession.
Yet, the reality for many nurses and midwives is that their working day can be full of emotional extremes, coupled with physical exhaustion.
Without some structured support, the focus on self-reflection can be viewed with suspicion and cynicism. Reflection-on-Action v Reflection-in-Action Reflection-on-action is the most common form of reflection.
It involves mentally re-viewing events that have occurred in the past. The aim is to value your strengths and to develop different, more effective ways of acting in the future.
Reflection-in-action, on the other hand, requires a higher level of self-awareness and the ability to reflect on your actions or those of others, in the moment, as the activity is actually taking place.
At the end of a long and stressful day, this can be a good way to consider what you would like to change about the situation. This form of reflection can also be a useful stress management tool, as feelings that might otherwise have been suppressed can be reflected on consciously, deliberately and openly.
Models of Reflection Using a model to write your reflective statements can be a useful way to focus your thoughts and draw out the greatest learning from an event. One of the most popular and traditional models used by nurses comes from Gibbs There are in fact many models to choose from and the one you work with is really down to your own personal preference.
Although reflection by definition involves looking back through time to past events, it can be argued that for it to be of practical value, it must also contain an element of looking forward.FY Massachusetts Policies for Effective Adult Education in Community Adult Learning Centers and Correctional Institutions (Revised August ).
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vi BETTER MUSIC EDUCATION INTRODUCTION BETTER Practice in Music Education seek to bridge that gap by identifying the impli-cations of research findings for classroom instruction. Reflective Practice Reid () Gibbs Reflective Cycle What happened?
(description) What alternatives did you hav How can y sense of what happened? Eight Principles of Good Practice for All Experiential Learning Activities. Regardless of the experiential learning activity, both the experience and the learning are fundamental.