REFLECTION ASSIGNMENT.

Running head: REFLECTION ASSIGNMENT
REFLECTION ASSIGNMENT
Name of the Student:
Name of the University:
Author Note:

1REFLECTION ASSIGNMENT
Introduction:
According to Brockbank, McGill and Beech (2017), reflective learning constitutes an
integral aspect of learning that provides a set of unique opportunity to the professionals to
identify their existing lacunae and accordingly adapt measures to improve their performance
level. Research studies also suggest that reflective learning ensures continuous professional
development (Lindhand & Thorgren 2016; Taylor 2017). As stated by Gould and Taylor
(2017), critical reflection enables students to assess and evaluate their quality of individual
performance and undertake measures to improvise their skill set so as to enhance the
performance quality. This paper intends to critically reflect upon the lacunae of the previous
submitted assignment in order to assess the lacunae and adapt measures to introspect and
improve the performance in further assignments.
Task 1:
On critically analysing and reflecting upon the content written by me to address the
requirements of the task 1, I have realised that the reason for the failed grade could possibly
include, the lack of a proper introduction. The content included a brief introduction but
lacked citations of scholarly references that I had used to address the requirement. The lack of
appropriate references had deteriorated the quality of the content and at the same time
questioned the credibility of the write up. Further I had not mentioned about the importance
of critical reflection in the process of professional development and rather had focused more
on explaining the meaning of reflective learning. I believe this resulted in digressing from the
focus of the topic and as a result I had lost marks. One of the critical requirement of task 1
included relating the content to the relevant legislation of conduct. I had referred to the
legislation of the care act but here again I had not used appropriate citations while explaining
about the implication of the legislation on the learning process. I believe overlooking these

2REFLECTION ASSIGNMENT
important considerations made me miss out on a high grade. Also, the requirement mentioned
that two reflective model or theories had to be used and referred within the content of the
essay. However, my solution lacked the use of two reflective models. Also, the requirement
stated that Harvard style references had to be used for citation, however, the citation used by
were not Harvard style references. I believe this was another reason why I lost marks.
Further, the content written by me also included grammatical and punctuation errors which
deteriorated the quality of my essay. All these factors cumulatively led to loss of marks.
On analysing the cause of the errors, I feel lack of attention and poor time management were
the contributing factors that deteriorated the quality of the paper. I had tried to complete the
paper in a day as I had been extremely busy with my personal schedule. As a result, I was
unable to focus on all the important requirement of the paper. Further, I was unaware about
the Harvard referencing system as I had not browsed the referencing material that was
available at the university website. Also, in pursuit of completing the paper within a few
hours and somehow submitting the paper to secure my semester, I overlooked my
Grammatical and punctuation errors and thus the quality of the paper significantly declined. I
tried to refer to relevant legislation of codes of conduct but due to time constraints I was
unable to devote much to the research and this resulted in poor quality of the paper. The
references used by me were not appropriate and did not satisfy the requirements appropriately
and as a result I lost marks and was marked with a poor grade.
Task 2:
On critically reflecting upon the content that I had written to address the requirement
of the task 2, I feel that my content was poor and was not aligned to the requirement of task 2.
The requirement specifically asked to cite a critical incident by making use of a reflective
model. Though I had mentioned about the Kolbe reflective model, I had not used it to reflect

3REFLECTION ASSIGNMENT
upon the team work scenario. Also, the example cited by me lacked proper structuring of
facts and lacked a proper sequence that could make it easier for the reader to comprehend the
instance. Also, the requirement mentioned about description of the actual incident and the
incident was expected to be described using the first person. Through I had used first person
to describe the scenario, the incident was not described in a proper manner. In addition to
this, I had also made use of incorrect citations that did not follow the Harvard referencing
style. Therefore, I believe the content was extremely confusing and required more clarity in
order to be graded higher marks.
Also, the requirement specifically stated that a reflective model was to be used to
reflect upon the clinical incident, I had not adhered to the different steps of the reflective
model. I had presented an extremely generalized content and it lacked proper structuring
which made it extremely difficult to comprehend the meaning of the experienced clinical
incident.
On analysing the cause that resulted in deteriorating the quality of the content, I
believe time constraint was one of the major reason that diminished the quality of the content.
As I have previously stated, I tried to complete the paper within a span of a few hours as I
was extremely tied up with my personal schedule and the deadline of the assignment was
approaching. My only motivation to complete the assignment was to complete the assignment
within the deadline so as to secure my semester. However, in pursuit of submitting the
assignment within the deadline, I missed out on a number of important criteria which carried
high marks. I overlooked the requirement that asked two important reflective models had to
be integrated within the content in order to direct the reflective writing process. This
subsequently led to losing marks. Also, I failed to refer to important legislations which
resulted in loss of marks and due to the time constraints I made a number of grammatical and
basis punctuation error which contributed to diminishing the quality of my content.

4REFLECTION ASSIGNMENT
Task 3:
I had used Kolb’s Learning Cycle. This cycle helps the health professionals to
critically evaluate their feelings, watching skills, critical thinking and processing of the
information (Corrall 2017). The learning cycle comprises of four stages. The first stage
focuses on the concrete experience of the nursing professional during a situation. This stage
gives a basic understanding of the past experiences that have been encountered by the
professional in their whole career (McKinney 2017). The learning that they have gathered
during the episode frames the way in which the professional will behave if they are put into a
similar situation like this again (McKinney 2017). This will evaluate the thinking ability of
the person. It has been stated by me in the assignment that past experiences of other people as
well as theirs help in shaping up the individuality of the person. The example I had provided
in the assignment does not go with the context of the stage that has been chosen by me. The
example which has been used by me is not described clearly (McKinney 2017). It mentions
of tasks which should be assigned to group members after the meeting has been conducted.
Just after this, it further adds the consideration of all members as well which enhances the
level of engagement and builds trust among the members. The proposed meaning of the
sentence is not understood. I am incapable of making the point of view understand with a
suitable example. Proper usage of sentences and grammar are an integral part in conveying
one’s viewpoint about a situation which should have been clearly delivered by me.
The second stage in the cycle is the reflective observation. In this stage, the reflection
of the methods we had incorporated in tackling the situation is carried out. There are some
people who are logically upright in correct evaluation while others make attempts of training
themselves about recording their experiences and then reviewing them. In the assignment
submitted by me, it is mentioned about the situation I have reflected upon (Barker, Lencucha
& Anderson 2016). I have only mentioned the activities that I have observed in a situation.

5REFLECTION ASSIGNMENT
This stage focuses on the critical evaluation of the situation and the particular action that they
had done while present in the situation (Barker, Lencucha & Anderson 2016). Merely
observing group discussion techniques in an official setting is not the appropriate example
that can be used in this stage. Group discussion activities and task delegation methods that
have been implemented in official settings should not be incorporated in a task where the
assignment mainly focuses on the working of the healthcare professionals.
In the third stage of the cycle, abstract conceptualization is the main topic which is
discussed. In this stage, a new idea or a modified version of existing idea is found. When a
person is experiencing a situation, they are expected to critically evaluate the situation and
come up with an idea which solves the matter (Paige et al. 2015). This coming up with an
idea is what this stage mainly focuses on. In the assignment done by me, it is mentioned that
this stage includes the development of questions from the experiences that are felt by the
individual. It mainly deals with the assumption that an individual makes when they are
introduced in a situation (Paige et al. 2015). It is understood that assumptions are not an
excellent way to assess a situation. It is probable that assumptions give rise to wrong
assessments and thus, wrong ideas have been fetched. A general hypothesis is conceptualized
to make it easier to deal with the situation.
In the last stage of the Kolb’s Learning Cycle, the experimentation of the hypothesis
or ideas that have been deduced by the individual are carried out (Kolb & Kolb 2018). This
step checks the efficiency of the idea that has been deduced by the individual in a real-life
scenario. This will help in better assessment and the future implementation of the idea (Kolb
& Kolb 2018). It has been suggested that higher the number of experiences of an individual,
higher is the critical thinking ability of the person. In the assignment submitted by me, there
is no specific example that is mentioned to make it clear for the reader to convey their point.

6REFLECTION ASSIGNMENT
The usage of grammar has been a serious issue in the third task with some spelling errors as
well.
I have not divided the stages well in the assignment for the reader to understand
where one stage starts and ends. This helps the reader in distinguishing the various stages of
the learning cycle that has been selected by me. Clear heading would have made it easier for
the reader to understand. The references that have been included in the text have been
observed to not follow the Harvard Referencing Style. The references that have been used
provide a generalized concept of the learning cycles that are available for the understanding
of the reader. No specific reference regarding the cycle that is chosen by me is included in the
text.
Task 4:
On analysing the reflective assignment that have been submitted by me, it is clear that
the requirements of this task have not been met. The requirements have stated that a detailed
application of the model chosen by me should have been provided. The assignment mentions
only about the necessities of the trust and confidence in a healthcare setting. When creating
an action plan, it is mandatory to list down the specific areas where improvement is required
in the healthcare sector. The SMART plan is incorporated in the learning cycles that have
been used by professionals in this sector (Barker & Linsley 2016). There are numerous
learning cycles available which make use of the SMART plan in the last stages of the chosen
cycle. This helps in critical analysis of the issue that have been faced by the organization or
the individual and the procedure that they will be opting for curbing the problem. The
knowledge and understanding of the reflective practice is the integral part of the assignment
that should have been included. The understanding of the Kolb’s Learning Cycle is important
before the task to convey the points clearly to the leader. In the assignment which is

7REFLECTION ASSIGNMENT
submitted by me, I have focused more on the problems that are faced by the team while a
presentation is going on (Hilliard, James & Batt 2017). The SMART plan is always supposed
be presented in a table format with all the letters clearly in one column and the ideas in the
second column. In the assignment, there has been no specification as to what the letters stand
for. It is just upon the discretion of the reader as to what those letters are meant and make a
meaning out of it. The ideal way of doing it will be defining each and every letter in brackets.
This will help the reader in understanding as to what the letters mean and make sense of the
strategies that are being mentioned in the other column.
While writing a SMART plan, short and concise sentences should be used to convey
the point to the reader clearly. The sentences I have used in the reflective assignment
previously, has been presented in a distorted way. There is no connection to be found
between the sentences (Dixon 2017). It is clear by the way the SMART plan has been
structured; I have not understood the requirements of the task as well as the way how to do it.
It would have been easier if I had gone through some examples available over the internet to
get a rough idea about the structure and construction of the SMART plan. On careful
analysis, it is clear, that I would have secured good marks if I would have read the
requirement of the assignment well before starting with the task.
Conclusion
In concluding remarks, it can be understood that attention should be paid to the
requirement before starting with the task. Careful consideration towards the points should be
given where maximum marks have been allotted. This way, despite having time constraints,
the task will be completed with the major points present in the assignment. This will help in
securing good marks and not losing a semester. Before starting with the assignment, a
structure should be prepared where important points must be noted down to help while

8REFLECTION ASSIGNMENT
writing the assignment. This will help in inclusion of all the important points without losing
marks.

9REFLECTION ASSIGNMENT
References:
Barker, D.J., Lencucha, J. and Anderson, R., 2016. Kolb’s learning cycle as a framework for
early fieldwork learning. World Federation of Occupational Therapists
Bulletin, 72(1), pp.28-34.
Barker, J. and Linsley, P., 2016. Reflection, Portfolios and Evidence-based
Practice. Evidence-based Practice for Nurses and Healthcare Professionals. London:
Sage, pp.157-71.
Brockbank, A., McGill, I. and Beech, N., 2017. Reflective learning in practice. In Reflective
learning in practice (pp. 18-28). Routledge.P.90
Corrall, S., 2017. Crossing the threshold: Reflective practice in information literacy
development. Journal of Information Literacy, 11(1), pp.23-53.
Dixon, N.M., 2017. The organizational learning cycle: How we can learn collectively.
Routledge.
Gould, N. and Taylor, I., 2017. Reflective learning for social work: research, theory and
practice. Routledge.P.64
Hilliard, D., James, K. and Batt, A.M., 2017. An Introduction to Reflective Practice for
Paramedics and Student Paramedics.
Kolb, A. and Kolb, D., 2018. Eight important things to know about the experiential learning
cycle. Australian Educational Leader, 40(3), p.8.
Lindh, I. and Thorgren, S., 2016. Critical event recognition: An extended view of reflective
learning. Management Learning, 47(5), pp.525-542.
McKinney, E., 2017. Using Kolb's Experiential Learning Cycle to lead students in learning
about sewable circuits.

10REFLECTION ASSIGNMENT
Paige, J.T., Arora, S., Fernandez, G. and Seymour, N., 2015. Debriefing 101: training faculty
to promote learning in simulation-based training. The American Journal of
Surgery, 209(1), pp.126-131.
Taylor, E.W., 2017. Transformative learning theory. In Transformative learning meets
bildung (pp. 17-29). Brill Sense.