Reflection on Workbased Learning Essay Example
Within the context of this essay I will focus on a clinical skill in which I have achieved and demonstrated competency in practice. I will utilize the Gibbs [1988] six stage reflective cycle in order to reflect on my personal experience from the work based learning module. I will examine my thoughts, feelings and evaluate and analyse the rationale of why I have developed my particular clinical skill and the benefits of this to the patient, service and role development.
Reflection is characterized as learning through experience towards gaining new insights or changed perceptions of self and practice [Boud et al, 1985, Boyd and Fales, 1983, Schon, 1987.] Burns and Bulman [2000,] Redmond [2004] and Bulman and Schutz [2004] believe that reflection as a tool is of the upmost importance and the advantages gained, can give deeper insight into the professional development of a practitioner. Furthermore, reflection is embedded in the dimensions of the Knowledge and Skills Framework [Department of Health, 2004] and is seen as a pivotal part of nursing as a professional activity [Jarvis, 1991.] The gaining of new knowledge and skills is vital to healthcare professionals as well as making the difference to the type of healthcare they deliver [Hinchliff et al, 2003.] However, Hogston and Simpson [2002] emphasise that each situation reflected on must be treated as a unique event if the maximum learning is to be gained.
In order to start the process of reflection Gibbs [1988] suggests I should begin by describing the event. I was introduced to the underpinning knowledge during the male and female catheterisation course at the clinical skills laboratory. Catheterisation is the term used to describe a procedure involved for the purpose of draining urine from the bladder [Pomfret, 2003.] I had done some background reading prior to the course to enable a better understanding in good clinical practice and to help me with the ability in linking theory to practice. Farley and
Reflection is characterized as learning through experience towards gaining new insights or changed perceptions of self and practice [Boud et al, 1985, Boyd and Fales, 1983, Schon, 1987.] Burns and Bulman [2000,] Redmond [2004] and Bulman and Schutz [2004] believe that reflection as a tool is of the upmost importance and the advantages gained, can give deeper insight into the professional development of a practitioner. Furthermore, reflection is embedded in the dimensions of the Knowledge and Skills Framework [Department of Health, 2004] and is seen as a pivotal part of nursing as a professional activity [Jarvis, 1991.] The gaining of new knowledge and skills is vital to healthcare professionals as well as making the difference to the type of healthcare they deliver [Hinchliff et al, 2003.] However, Hogston and Simpson [2002] emphasise that each situation reflected on must be treated as a unique event if the maximum learning is to be gained.
In order to start the process of reflection Gibbs [1988] suggests I should begin by describing the event. I was introduced to the underpinning knowledge during the male and female catheterisation course at the clinical skills laboratory. Catheterisation is the term used to describe a procedure involved for the purpose of draining urine from the bladder [Pomfret, 2003.] I had done some background reading prior to the course to enable a better understanding in good clinical practice and to help me with the ability in linking theory to practice. Farley and