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Reflective Writing in Nursing
Page 1: Introduction
Presenter: Jackie Denison
Content Creator: Jackie Denison, original PowerPoint by Nicole de Bosch Kemper
Page 2: Learning Outcome
Develop fundamental scholarly writing skills in nursing, particularly in reflective writing and critical reflection.
Page 3: Professional Expectation
Reflective practice is an expectation and requirement set by BCCNM (British Columbia College of Nursing Professionals) for entry to practice.
Also a crucial expectation in the UBCO BSN (University of British Columbia Okanagan Bachelor of Science in Nursing) program.
Page 4: Reflection and Nursing Practice
Key Theorists:
John Dewey (1933): Views reflection as controlled, focused thought.
Critical reflection involves examining situations to discover new learning goals.
Aim for a deeper understanding of experiences.
Page 5: Engaging in Reflective Practice
Different methods to engage in reflective practice include:
Dialogue: Engage through discussion with peers.
Verbal Debriefing: Utilize post conferences to verbally debrief experiences.
Writing: Reflective writing serves as a vital way to engage in reflection.
Page 6: Literature Review on Reflective Practice
Reflective practice leads to:
Deeper understanding of nursing situations and knowledge.
Identification of information sources to enhance nursing practice.
Page 7: Sharing Reflections
Expectations for sharing reflections in Nursing 113:
Self-reflection duration: Over half a term.
Personal feelings: An encouragement to discuss thoughts, feelings, strengths, and vulnerabilities openly.
Page 8: Writing Reflections
Advise to avoid getting stuck on just feelings.
Importance of reflecting on perspectives, beliefs, and assumptions related to experiences.
Page 9: Reflective Writing vs Diary Writing
Distinction:
Diary Writing: Often subjective; fundamental recounting of daily events.
Reflective Writing: Involves analysis and critical thinking about experiences.
Page 10: Professional Nature of Reflective Writing
Required characteristics of reflective writing:
Professionalism and scholarly tone.
Emphasis on learning to learn, think critically, and question assumptions (citing Paul & Elder, 2004).
Page 11: Teacher Feedback on Reflections
Feedback should:
Respond sensitively to personal disclosures.
Acknowledge achievements and areas for improvement.
Pose questions for deeper exploration.
Encourage alternative perspectives and suggest further resources.
Page 12: Challenges in Thinking
Common issues with thinking:
Surface-level or unsubstantiated thoughts.
Potential biases and incomplete understanding of subjects.
Page 13: What is Critical Thinking?
Definition:
Self-directed and self-monitored thinking aimed at improvement.
Involves high standards of excellence and mindful application of those standards.
Quote by Richard Paul: "Critical thinking is thinking about your thinking...".
Page 14: Characteristics of a Critical Thinker
A critical thinker:
Formulates clear questions and problems.
Collects and interprets relevant information effectively.
Draws well-reasoned conclusions and solutions.
Engages in open-minded discussions, recognizing implications.
Communicates effectively for collaborative problem-solving.
Page 15: Structure in Reflective Writing
Importance of structure in reflective writing to enhance thought processes.
Suggested approaches:
Narrative followed by reflection.
Focus on significant topics, not just daily events.
Quote by Maya Angelou: "Now I know better, I do better."
Page 16: Models of Reflection
A variety of critical reflection models available:
Including frameworks by Dewey, Schon, and Gibbs.
Page 17: Gibbs' Reflective Cycle (1988)
Components of the cycle:
Description: What happened?
Feelings: What were you feeling?
Evaluation: What was good or bad about the experience?
Analysis: What sense can you make of the situation?
Conclusion: What else could you have done?
Action Plan: What will you do next time?
Page 18: Critical Reflection Questions
Critical reflection encourages:
Questioning judgments and exploring perspectives to enhance understanding of events.
Page 19: Further Analysis through Gibbs' Cycle
Analysis focuses on:
Judging why events unfolded as they did and exploring alternative actions.
Page 20: Reflection Process Overview
Repeat Gibbs' Reflective Cycle process to draw deeper insights from experiences.
Page 21: Reflective Writing Stages in BSN Program
Stage 1: Description - What happened?
Stage 2: Feelings - How did it make you feel?
Stage 3: Evaluation - Positive/negative aspects?
Stage 4: Analysis - Consequences?
Stage 5: Conclusion - Other possible actions?
Stage 6: Action Plan - Future plans.
Page 22: Nursing Reflection Frameworks
Summary of concepts and critical action raises:
Engage in reflection to evaluate experiences leading to growth in nursing practice.