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Top tips for reflecting

As a registered health practitioner, you must build in time to reflect on the both the care and treatment you provide, and the way you are working within the healthcare team.  Regular recording of your progress will build you confidence as a newly qualified practitioner.

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The following short papers are from the Centre for Change & Innovation on the NHS e-library site.

Thinking Outside the box
Have you ever given much thought to the way you think? It might seem like a strange concept, to think about thinking, but it's important to understand different styles if you want to unlock your potential and deliver results.

Good Practice (Athens Password required)

How professional was I?

Just finished a task and not sure that it went well as it could have? Review your performance using this diagnostic, and pinpoint areas where you may need to improve.

Good Practice (Athens Password required)

 

Top tips

Top tips for reflecting (after Taylor 2000)

  • be spontaneous - it is from the frank and honest self that important insights arise
  • Express yourself freely - you don't need to observe the normal academic practices involved in writing
  • remain open to ideas - early conclusions can inhibit further insights and solutions
  • choose a time of day that suits you - you know when you are feeling prepared enough to spend quality time thinking about your practice. Good planning is essential so that you build in 'reflecting on my practice' time
  • choose a reflective model or framework to guide you
  • find a critical friend (who may or may be not your mentor) with whom you feel comfortable and whose decisions and judgement you trust. Your critical friend's role is to challenge and provide feedback in a supportive manner

In the process of reflection, individuals use a number of personal and cognitive skills: self-awareness; description; critical analysis and evaluation.

Reflection involves:

  • being self-aware, accepting that there may be other ways of thinking about or practising your role and being honest in how a significant event affected them as an individual and the impact that had within the practice setting.
  • giving a description where the individual comprehensively describes all components of the significant event.
  • critically analysing the description by involving identifying existing knowledge and theories which influenced what happened in the significant event and exploring and challenging any assumptions made and concluding with suggested alternatives for the future.
  • evaluating in order to develop a new perspective on the significant event. It is through developing a new perspective that learning takes place. The new perspective is developed from the critical analysis and the acknowledgement of how the individual would adopt different practices in
    the future