Models or theories of reflection and their role in developing reflective practice

Healthcare Professional

Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
TASK 1............................................................................................................................................1
Models or theories of reflection and their role in developing reflective practice........................1
TASK 2............................................................................................................................................4
Significant incident from the group work preparation by applying reflective model.................4
TASK 3............................................................................................................................................5
Stages of reflection or critical incident reflective analysis discussion by applying reflective
model and development of SMART action plan.........................................................................5
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................8

INTRODUCTION
Reflective practice is referred as the ability of a person to reflect upon one's actions to
participate in a continuous learning process. Reflection plays a crucial role for health care
professionals in having deep understanding regarding developing a good practice. It helps them
in describing, analysing and evaluating the incident or event that they experience while learning
(Raab, 2014). This report aims to demonstrate the understanding and knowledge of reflection
and developing best practice skills in it through critical incident analysis. This report covers
discussion of models of reflection and their role in developing reflective practice. It also includes
a significant incident from group work preparation and critical reflective analysis of the incident
by application of reflective model. At last, a SMART action plan is developed in the report for
improving the performance in future.
MAIN BODY
TASK 1
Models or theories of reflection and their role in developing reflective practice
Kolb's Experimental Learning Cycle:
Kolb's model or theory was propounded by David Kolb in year1984. There are two levels
upon which this theory works, one is the four stage learning cycle and the other is four separate
learning styles. This theory is concerned with the internal cognitive processes of learner.
According to this theory, learning includes acquisition of abstract concept which can be
implemented flexibility in variety of situations (Banaszkiewicz, 2014). This approach of
reflection synthesizes behavior and goal directed learning theories in order to develop a learning
cycle that values the ongoing nature of learning and process. This learning cycle includes four
stages by which a learner repeatedly progresses. The cycle initiate with concrete experience and
with active experimentation. All the four stages of this theory is defined below in detail:
Concrete experience: it is the initial stage of cycle in which an individual encountered
new situation or reinterpret existing situation. It starts with doing something in which an
institution, individual or team are assigned with a particular task. In this, active involvement is
the key to learning. An individual cannot learn by reading and watching about it, he/ she need to
actually do something to learn in an effective way (Olfson, Blanco, and Marcus, 2016).
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Reflective observation: it involves the description about any inconsistencies that exist
between experience and understanding. It means stepping back from the assigned task and
reviewing what has been experienced and done. Lots of questions are asked in this stage and
there are open communication channels for other members of team. In order to verbalise and
discuss the topic with others, vocabulary is very important and required in this stage. Before
making any judgement, observation is very necessary by viewing the environment from distinct
perspectives (World Health Organization, 2017).
Abstract conceptualization: the stage gives creation to new ideas or alteration of existing
concept. It is the procedure of making sense of the things that has happened and includes
interpreting the incident or event and understanding relation between them. A learner in this
stage makes comparison between the things they have done and provide reflection upon and the
things they have already know. The learner might draw upon theory for developing and
explaining events, previous observations, ideas from colleagues and other knowledge that they
have created.
Active experimentation: it is the last stage of model in which learner execute the ideas to
the surroundings around them to see the outcomes. In this, a learner considers the way they are
going to put their learning into practice. Proper planning in this stage will enable learner to get
proper understanding and translate it to productions as the thing will happen next or the actions
that must be taken to refine how task is to be handled (Boellinghaus, Jones and Hutton, 2014).
In developing the reflective practice, the Kolb's learning cycle please crucial role. It
highlights the significance of reflection in learning cycle. By utilizing this cycle, a health care
professional allowed to process what just occurred at the time of experience. This model
provides an opportunity to student to critically reflect on the experience did get from the
learning. By reflection process, students will enable to develop plans for future learning
experiences.
Gibbs Reflective Cycle:
Gibbs reflective model was propounded by Graham Gibbs in year 1988 in order to
provide structure to learning from the experiences. This framework examining the experiences
and provide its cyclic nature lends itself specifically well to repetitive experiences that enable
learner to learn and plan from the things that went well and not well (Wager, Lee and Glaser,
2017). It includes six stages description of which is mentioned below:
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