reflection on team work
In this essay I am going to reflect on my experience working as part of a team and the preparation on an oral presentation I had to do in class with people from different courses, as part of the Foundations for Practice in Health and Social Care module. Reflection is educational and is used as a means of self-knowledge and to develop using a process of feeling and learning by thinking about what happened and what could have been done differently. (Rolfe, 2011, p.8-12) I will be using the Gibbs (1988) Reflective Cycle to do this. In this model there are 6 different stages to look at to help structure reflection, the description of the event, your feelings, evaluation, analysis, conclusion and an action plan. There is more than one model and ways to look at reflection, learning about practice and learning about our self. One definition is “Reflection is not primarily a technology to produce better patient outcomes. Reflection is essentially about personal growth” (Johns, 2004, p.44)
On the first day of class we were given a number, the number was the group number and the people we had to work with on the presentation. The group all got together and listened to what we had to do and topics that we could look into doing for the presentation. Before the Lecturer had even stopped talking about the presentation, one of the team was writing notes down on what we should do. There were 6 of us in the group each from a different course. We started to talk though the ideas we had and didn’t think the one that was suggested was a good one. I thought childhood obesity and the link with junk food was a good topic because there is an epidemic at moment. Everyone agreed however the person who wanted the other topic was a little upset that we did not want to do that.
We talked though all the points we wanted to put into our presentation and agreed we would do a section each go away and do more research on the topic and bring it to the next class. We helped each other and
On the first day of class we were given a number, the number was the group number and the people we had to work with on the presentation. The group all got together and listened to what we had to do and topics that we could look into doing for the presentation. Before the Lecturer had even stopped talking about the presentation, one of the team was writing notes down on what we should do. There were 6 of us in the group each from a different course. We started to talk though the ideas we had and didn’t think the one that was suggested was a good one. I thought childhood obesity and the link with junk food was a good topic because there is an epidemic at moment. Everyone agreed however the person who wanted the other topic was a little upset that we did not want to do that.
We talked though all the points we wanted to put into our presentation and agreed we would do a section each go away and do more research on the topic and bring it to the next class. We helped each other and
References: Gibbs, G. 1988, Learning by Doing: A guide to teaching and learning methods. Oxford Polytechnic Further Education Unit, Oxford Gorman, P. 1998, Managing Multi-Disciplinary Teams in the NHS. Kogan Page Limited, London Johns, C. 2004, Becoming a Reflective Practitioner, 2nd edn, Blackwell Publishing, Oxford, pp. 44 Rolfe, G. Jasper, M. Freshwater, D. 2011, Critical Reflection in Practice, 2nd edn, Macmillan Publishers Limited, Basingstoke, pp. 8 – 12 Reeves, S., Lewin, S., Espin, S., Zwarenstein, M. 2010, Interprofessional Teamwork for Health and Social Care, Wiley-Blackwell, Oxford