Developing Reflective Practice

Professor Andrew Grant is Dean of Medical Education at Swansea University Medical School, UK. Professor Judy McKimm is Professor of Medical Education and Director of Strategic Educational Development at Swansea University Medical School, UK. Professor Fiona Murphy is Professor of Clinical Nursing at the University of Limerick, Ireland.

• Acknowledgements xiAbout the Authors xiiiPart I What is Reflection? 11 Perspectives on Reflection 3Reflective Learning: Making a Difference – Andrew Grant 3Start Early, Make it Routine – Judy McKimm 5Some Challenges for Reflective Practice – Fiona Murphy 7About the Book: Structure and Content Overview 82 What is Reflection and Why Do We Do It? 11Why are Learners Required to Reflect? 11The Place of Reflection in Professional Development 13John Dewey’s Contribution 15What can be Achieved by Reflection? 15Getting the Most Out of Reflection 16Summary 183 Theoretical Underpinnings of Reflection 19Kolb 20Freire 20Applying and Integrating Learning Through Reflection 21Knowledge – a Constantly-Changing Network 21Deep and Surface Approaches to Learning 22Reflection In Action, Reflection On Action – Donald Schon 23The Uncertain World of Practice 24Emotional Content of Learning 24Summary 254 Frameworks for Reflection 27Introduction 27Frameworks for Reflection 28Kolb: Learning from Experience 28Borton’s Framework 29Rolfe’s Framework for Reflexive Practice 30Gibbs: Learning by Doing 31Summary 35Part II Learning Reflection 375 Reflecting in Practice 39Capturing and Describing the Experience 39‘Less than a Minute’ Techniques 40Voice Recordings 40The Reflective Selfie 40Emoticons 40Word Whips 41One to Five Minute Techniques 41The ‘Three a Day’ Technique 41The Credit Card Technique 41Time Limited 42Analysing the Experience 43Description: What Happened? 43Feelings: What Were You Thinking and Feeling? 44Evaluation: What Was Good and Bad About the Experience? 45Analysis: How Can I Make Sense of This Experience? 45Conclusion 47Action Plan 48Summary 496 Writing Reflectively 51What is Reflective Writing? 51Different Types of Reflective Writing 51Creative Writing 52Analytical–Academic Reflective Writing 55Journal Writing 55Learning Outcomes 57Dialogical Writing 57Critical Incident Analysis 58Reflective Essay 59A Description of the Experience 60Interpretation and Analysis 60An Outcome 60Portfolio Writing 61Some Issues with Reflective Writing 61Summary 627 Reflective Activities 63Types of Reflective Learning Activity 63Problem‐Based Learning 63Case‐Based Learning 65Supporting Reflective Learning 65Supervision 65Appraisal 66Coaching and Mentoring 66Coaching 68Mentoring 70Summary 708 Reflection, Critical Thinking and Action Research 71Connecting Reflection and Knowledge Generation 71Connecting Reflection, Knowledge and Research through Critical Thinking 721. Identifying and Challenging Assumptions 74Our Autobiography 74Our Patients’ and Clients’ Eyes 75Our Colleagues’ Experiences 75Theoretical Literature 752. Recognizing the Importance of Context 76Constructing 76Deconstructing 76Confronting 76Reconstructing 773. Exploring and Imagining Alternatives 774. Reflective Scepticism 78Action Research: Connecting Reflection, Knowledge and Critical Thinking 78Examples of Action Research 81Summary 82Part III Facilitating Reflection 839 Teaching and Supporting Reflection 85Aims, Goals and Purpose 86Supporting Learners to Get Started as Reflective Learners 87Selecting the Right Method of Reflective Learning 88Using Learning Technologies to Enable Reflection 93Peer Learning 94Reflection as Part of Developing Professional Identity 95Evaluating Reflective Learning and Teaching 97Summary 9810 Assessing Reflection 99What are You Looking For in Reflective Assessment? 100Marking Reflective Work – a Cause of Potential Conflict 100Effects of Making Reflective Learning Compulsory 101Strategies to Discourage Students from Writing What They Think the Tutor Wants to Read or Will Gain Them Good Marks 102Creating a Robust, Defensible Assessment for Your Students’ Reflective Work 104Ensuring Robust, Valid, Reliable Assessment 105Summary 107Part IV Developing as a Reflective Practitioner 10911 The Role of Reflection in Developing Professional Identity 111How Does Reflective Practice Form Professional Identity? 112How Can Reflection Be Challenging to Professional Identity? 113Self Theories, PIF and Reflective Practice 114How Can Guided Reflection Be Challenging Without Being Threatening? 116Summary 11712 Reflection, Revalidation and Appraisal 119Adult Learning – Andragogy 1191. The Need to Know 1202. The Learners’ Self-Concept 1203. The Role of the Learners’ Experiences 1214. Readiness to Learn 1215. Orientations to Learning 1216. Motivation 121Maximizing Learning Return on Effort 122A Curriculum Based on Your Experience 123Learning that is Intrinsically Rewarding 125Keeping a Record for CPD, Appraisal and Revalidation 126Demonstrating Learning and Development over Time 127Summary 128References and Resources 129References 129Further Resources 135Index 137

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