Reflection based on Gibbs’ model of reflection (Gibbs‚ 1988) Description: I spent a week with other professionals from the Health Professions Council. The aim was to learn from each other to enable us to become better professionals and to help with our individual learning. the session also gave me an insight into how we work together with other professional groups in practice (Miller and Freeman‚ 2007). For this reflection I shall be reflecting on teams roles. As a professional I will need
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1. Verrucous hyperplasia reflection Moon (2004) reflective model A patient presented to the high risk foot clinic for debridement and dressing change of 4 x 6cm neuropathic ulcer with verrucous hyperplasia on the plantar surface of the navicular. The patient was a regular who came 3 days a week for the last 4 months for regular check-ups. I went through a thorough medical history and neurovascular assessment on the patient as I waited for my supervisor to hand me my tools from the store room
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the experience of synectics‚ a teaching model that comes from the informational-processing family. This model is known as the art of enhancing creative thought and through our group experience it has given us proof. Creativity is a huge part of the model and its purpose is to bring out creativity from the students. Synectics brings all children the process of metaphoric thinking known as the foundation of creative thought. As my group and I continued to study the model we discovered great connections
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The key features of a teacher’s role as a model is not only speech but also attitudes and behaviors in listening writing and reading. Children tend to watch and listen to the way adults uses their grammar‚ depressed economic circumstances‚ or in homes with significantly less enriching‚ educational‚ communicative encounters may have families that use a type of speech providing limited speech specifically and short conversational interchanges. To name a few characteristics of families’ speech are specific
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One study that supported Ungerleider and Mishkin’s what vs. where model was a lesion study by Pohl. In this study‚ a food reward was hidden in a hole and the monkey had to figure out where the object was and where the food would be. It was discovered that damage to the parietal lobe (dorsal stream) made it difficult for
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lesson plan A Strategy or plan for teaching A series of clues to be used during the lesson Lesson planning is a critical factor in the delivery of any session‚ it provides a structure and gives not only the learner but also the lecturer a guide to what‚ how and how long there is to each task in the lesson. Without a lesson plan there would be a lack of structure that could cause the learners to feel lost and unsure as to the objectives of the session. 2.2 Resources In my previous employment
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practice‚ the concept of reflective practice which entails a process of self-analysis‚ self-dialogue‚ self-evaluation and self-observation has long been a prominent concern. In recent years‚ there has been a growing literature concerned with reflective practice which is conceptualized as an approach that acknowledges the uncertainty and complexity that are inherited in contemporary social work practice. This paper aims to explore the theoretical and research base of reflective practice and professional
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reflect in a systematic manner the delivery of care to an individual with a learning disability. I will aim to describe learning disability nursing practice. This will be done with reference to holistic‚ person-centred approaches‚ the use of nursing models‚ within the framework of the nursing process and within the operation of the multi-disciplinary team. These processes and structures will guide and enable me to review and identify an individual’s health care need. Throughout the process of the care
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This is a reflective essay based on a situation encountered during my first six-week placement on an ear‚ nose and throat ward at a local hospital. In order that I could use this situation for my reflection the patient will be referred to as "Mr H". This is in order that his real name is protected and that confidentially maintained in line with the NMC Code of Professional Conduct to "Treat information about patients and clients as confidential and use it only for the purpose for which it was given
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GIBBS REFLECTIVE CYCLE Description (What happened?) Action Plan (If it arose again what would you do?) Feelings (What were you thinking & feeling?) Conclusion Evaluation (What was good & bad about the experience?) Description (What sense can you make of the situation?) (Gibbs 1998) Stage 1: Description of the event Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing;
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