Reflective Practice Nursing :: Reflective Practice Nursing

aspectThere atomic number 18 many definitions in the literature of reflection, most however agree that it is an active, assured process Reflection is often initiated when the individual practitioner encounters some involved aspect of practice and attempts to make sense of it.Dewey Dewey (1933) defined reflection asAn active persistent and c atomic number 18ful consideration of any belief or supposed form of knowledge in the light of the grounds that keep going it and the further conclusion to which it tends.Dewey worked as an disciplinealist and developed his concept of reflective practice and reflection through experiential learning theories. He cerebrate in his work that the experience the individual lives through lowlife be described as a dynamic continuum - and that each experience influences the persona of future experiences.Boud - the learners point of viewBoud et al (1985) take a diametrical perspective and define it asA generic term for those quick-witted and eff ective activities in which individuals engage to explore their experiences in order to fade to a new understanding and appreciation.Boud and his co-writers view reflection from the learners point of view. They punctuate the relationship of the reflective process and the learning experience against what the learner can do.Schn - types of reflectionSchn (1987) in his work identifies two types of reflection, these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be able to apply known theories or techniques previously learnt through formal education.OthersGreenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schns work as they drop dead to follow their own recommendations. This, she argues, has resulted in the implementation and prescription of dubious strategies for the prog ression of what Schn refers to as enlightened professional artistry. Often formal education cannot answer the complex questions of clinical practice and there remains a gap in knowledge gained. Schn, however, argues that wisdom can be learnt by reflection on dilemmas that are encountered in practice and that by utilise reflection-on-action practitioners can continue to develop their practice.Reid (1993) in her definition also notable reflection as an active process rather than passive thinking. She statesReflection is a process of reviewing an experience of practice in order to describe, analyse, measure out and so inform learning about practice.Kemmis (1985) agrees with Reid that the process of reflection is more than a process that focuses on the head.