Reflective Writing Nuala OSullivan Overview Define Reflection Examine

Reflective Writing Nuala OSullivan

Overview Define Reflection Examine the concept of reflection Why write reflectively Process of Reflecting Skills for Reflective Writing How to write reflectively Critical Incident Technique What reflective writing is not

Definitions: Dewey (1933) An active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends (Dewey 1933)

Reflective Perspectives A generic term for those intellectual and effective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation (Boud, 1985) Reflection-in-action (thinking on your feet) and Reflection-on-action (retrospective thinking). Schön (1987) an active process rather than passive thinking: Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice (Reid, 1993)

Why Reflect? Deeper Learning Theory to Practice Extends knowledge links Celebrates success Highlights learning opportunities Explores thoughts & feelings Develops self-awareness Breaks automatic behaviours Informs future practice

When to Reflect Before Action Preparation and Planning During Action thinking on your feet After Action Looking back to find a way forward

Skills for Reflective Writing GO BEYOND DESCRIPTIVE WRITING! Step back & consider your own role Consider perspectives of others Consider legal & organisational implications Show awareness of P & S influences Show what you have learned

Critical Incident Technique A critical incident is a significant one which had an impact Critical Incident Technique “ a set of procedures for collecting direct observations of human behaviour in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles” ~ John Flanagan 1954

CIT Steps To use the CIT ask yourself these Questions: Why did I view the original situation that way? What assumptions about it did I make? How else could I have interpreted it? What other action(s) might I have taken that would have been more helpful? What will I do if I am faced with a

Maslin-Prothero ed, 2001 (in Girot 01) What? So What? Now What?

What? Exactly happened in your words Did you see? Did you do? Was your reaction? Did other people do? Do you see as the most relevant aspects of the situation

So What? Practical Were you trying to achieve? Was the rationale for how you responded? Beliefs/Values influenced your actions? Assumptions did you make? Knowledge did/should have informed you? Are your feelings now? Any

So What? Emotional Were your feelings at the time? Troubles you about it now? (if anything) Were your experiences compared to those of others? Were the feelings of others involved? . . . How do you know? Are the main reasons for feeling differently from others?

Now What? Are the implications for you/others involved? Needs to happen to alter the situation? Happens if you do nothing? Might you do differently if this happens again? Would happen if you behaved differently? Information do you need next time? Where would you get that information?

Don’t Stick with a descriptive narrative End up with a list of events Blame / Make Excuses Avoid obvious learning opportunities Forget to relate to referenced theory

Do Write in the first person Analyse and relate material to referenced theory Take responsibility for your own role Ensure there are learning outcomes Focus on what worked. . as well as what could be improved upon

References Boude D. , Keough, R, Walker, D (1985) Reflection: Turning Experience into Learning Kogan Page London: Clamp C (1980) Learning Through Critical Incidents Nursing Times Oct 2: 1755 -1758 Davis, P. (2006). Critical Incident Technique: A Learning Interverntion for Organizational Problem Solving. Development & Learning in Organizations. Vol. 20 No. 2. pp 13 -16 Dewey. J (1933) How we think. Henrey Regney, Chicago Flanagan, J. (1954). The Critical Incident Technique. Psychological Bulletin. Vol. 51. No. 4 pp 327 -358 Girot E. A. Reflective skills. In Maslin-Prothero S. (ed. ) Baillere’s Study Skills for Nurses 2001 – second edition. Baillere Tindall/RCN. London Greenwood J(1993) Reflective Practice: A Critique of the Work of Argyris and Schon. J. Adv Nurs Vol 21: 1044 -1050 Johns C (1995) The Value of Reflective Practice for Nursing. J. Clinical Nurs. 4: 23 -60 Kemmis S (1985) Action Research and the Politics of Reflection. In: Boude D et al (1985) Reflection Turning Experience into Learning. Kogan Page, London Louden W (1991) Understanding Teaching. Cassell, London Mezirow J (1981) A Critical Theory of Adult Learning and Education. Adult Education 32: (1) 3 -24 Reid, B (1993) “But we’re doing it already” Exploring a response to the concept of reflective practice in order to improve its facilitation. Nurse Ed Today 13: 305 -309 Schon D (1987). Educating the Reflective Practitioner. Josey Bass, San Francisco