BNS Programme: Reflecting on Personal and Professional Development

This essay presents a reflective account of a student's journey through a BNS programme, focusing on personal and professional development. The student utilizes Brookfield's Reflective Model (2005) to analyze their experiences, incorporating the autobiographical lens, the lens of learners’ eyes, colleagues’ views, and theoretical literature. The essay explores how the model helped in identifying and addressing challenges, fostering critical thinking, and enhancing problem-solving skills. The student reflects on changes in their communication, discipline, and ability to self-analyze. The essay also delves into the structure of ideas related to the Brookfield model and emphasizes the importance of critical reflection in higher education and distance learning environments. The student highlights the benefits of the BNS programme, such as flexibility and enhanced networking, while discussing the application of different lenses to address specific issues. The essay concludes by emphasizing the importance of systematic structures and the integration of critical theory for effective reflection.

Reflective thinking and
writing

Table of Contents
1. Introduction..................................................................................................................................1
2. Understanding on Brookfield Reflective Model (2005)..............................................................1
3.
Exemplifying
reflective account on the
journey throughout BNS
programme by critically
reflecting on personal
and professional changes
and development
using Brookfield
(2005)..............................................................................................................................................3
4.
Structure of Ideas
Related to Brookfield
Reflective Model (2005).................................................................................................................4
5.
Presentation:
Articulation and
organization of ideas and
perspectives.....................................................................................................................................5
6.
Conclusion......................................................................................................................................6
7.
References and Citations.................................................................................................................7

1. Introduction
Reflective thinking and writing, can be considered as an essential section for individuals
that are basically a part of university life and work. This can be defined as an ability of reflective
practitioners to perform the reflection over knowledge and experiences gained based on thoughts
and feelings on a particular situation. Basically, this helps in bringing appropriate changes
(development) of both personal & professional skills and attributes. This report is going to be
enclosed my own journey of open
and distance learning programme (BNS) while focusing upon different range of consequences
that can took place while learning. Along with this, Brookfield Reflective Model is also going to
be utilised for better understanding of personal
and professional changes
that took place while going through the nursing course of BNS programme.
2. Understanding on Brookfield Reflective Model (2005)
According to Brookfield, (2005), there are two distinct intent needs of reflecting within
learning and teaching. Here, the first part is to reach to a much more appropriate understanding
of distorts educational processes and how power underpins while going through a particular
educational programme. On the other hand, second section is that making right amount of
assumptions and on these questions are basically being developed. This directly aid in practising
the gained experience, which may help in making the overall life much more easier considering a
range of surface that are linked with contenders interests. This is based on the assumption that if
practitioners are more reflective then they are better placed to make reliable judgements about
approaches to teaching, purposeful responses and curriculum planning practice, evaluation based
on the issues faced by peers.
If it is talked about the Brookfield Reflective Model, then this is said to be one of the
crucial reflective model that considers a particular situation focusing upon a range of vantage
points. This model consists with four different lenses (name given by Brookfield), and these are
the students’ view, autobiographical lens, the theoretical lens and colleagues’ view as well. In
present context, I have utilised this model to critically reflect on feelings and thoughts of the
journey that I am going through while undertaking a learning programme (BNS), to improve my
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own professional and personal skills. All of the four lenses are comprehended underneath based
on the situation that has been undertaken.
Autobiographical lens: Basically, this is the lens that I utilise considering the emotional
reactions, unwanted physical along with different responses. Previous personal experiences along
with feelings and current reactions are the elements that are majorly be used. On my own
viewpoints, while considering this type of lens it is may be possible that right amount of data
cannot be collected or pulled out, because I am only having one perception and it will be
required for me to focus upon other's perspectives as well. But, if it is critically analysed than it
is said that while going through a programme, self learning (Autobiographical lens) is
something, that will help a practitioner or me in pulling out favourable outcomes in a specified
time frame, as not all the time perceptions of others stays relevant to what I am feeling as, it is
may be possible that we both were having different thoughts on a particular subject.
Lens of learners’ eyes : In this context, trying to putting myself in learners' situation and
thinking and reviewing the situation by looking at what happened through their eyes. Consider
their reactions and how their stories may have led to the experiences. Also, think about how they
have experienced the same situation. I may even be able to include learners in reflections by
talking to them about what happened or by offering a system of written feedback.
Colleagues’ views: At this stage where I have considered a range of views of my own
colleagues while putting reflections. Their experiences and their observations of my work may
offer me new insights into what happened and what I can do to improve my own work while
focusing upon the learning programme (BNS) in much more appropriate way.
Lens of theoretical, philosophical, and research
literature: In order to make sense of my own experiences and in order to improve the overall
critical reflective practice, it it required to consult literature in much more appropriate way.
Theories will help me to gain new insights and better understanding. At this stage, it will be
required for me to consider the different readings to the three other lenses in order to get a full
view. This will then help me to think of new steps to take and of how I can effectively apply
theory to my own practice of learning programme (BNS).
If it is critically analysed, then all of the above mentioned lenses has helped me in
focusing upon all the issues that I faced in different situations while taking into consideration of
learning programme (BNS).
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3.
Exemplifying
reflective account on the
journey throughout BNS
programme by critically
reflecting on personal
and professional changes
and development
using Brookfield
(2005)
Based on my own knowledge, critically reflective practice is a process of inquiry
involving practitioners in trying to discover, and research, the assumptions that frame how they
work (Apsari, 2018). Critically reflective practitioners constantly research these assumptions by
seeing practice through four complementary lenses: the lens of their own autobiographies as
learners of reflective practice, the lens of learners’ eyes, the lens of colleagues’ perceptions, and
the lens of theoretical, philosophical, and research literature. Reviewing practice through these
lenses makes us more aware of those submerged and unacknowledged power dynamics that
infuse all practice settings (Bjerkvik and Hilli, 2018). It also helps us detect hegemonic
assumptions assumptions that we think are in our own best interests but that actually work
against us in the long term. While going through the overall BNS programme, I have analysed
that there were ample number of both professional and personal changes that took place in my
own personality. Basically, if it is talked about some major benefits that I had while focusing
upon the journey throughout BNS, then these are : flexibility, disciplined routine,
communication become imperative, maintained the network of contacts, become able to self
analysing, enhanced critical thinking and so on. Including this, considering the Brookfield Model
(2005), I have mostly utilised colleagues’ view (lens), in order to look at my own personal and
professional skills and to make appropriate changes, of the issues that I was dealing with while
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going through the BNS Programme. Here, it has helped me out in looking at my own skills
where I did comparison and then after that I have realised that it will be required for me to put
more concentration while studying at home, as the course that I am doing is belong to distance
education, where I can take support of other practitioners but not all the time (Reflective model
according to Brookfield. 2017).
On the other hand, I have also considered Lens of theoretical, philosophical, and research
literature, which has helped me in looking into all the other factors that has been given in
Brookfield Model (2005). This is because, every third person's perception stays much similar.
This means, selecting this model's theoretical, philosophical and research
literature would directly aid me in reaching to an all new level in specified time frame. This
could be understood with different examples of both personal and professional skills. First
example, that has been taken into consideration i.e. of problem solving personal skill where, I
had a range of issues like selecting the book through which, I can study in regards to the course I
am doing. Here, if it is critically analysed then it can easily be said that autobiographical lens is
not the appropriate to take in use. On the other hand, utilising this lens may aid me in learning in
much more appropriate and in effective way as well (Gencel and Saracaloglu, 2018). Second
example can be taken is of thought processes, which is one of the crucial professional skill that
could help me out in enhancing my own knowledge in regards to the subject, that I am learning.
Here, I have utilised colleagues' lens because, while concentrating on a particular subject I only
see it from one perspective. It is pretty much required for me, to try the same subject and see it
from others' eyes. With the help of this, I could have effectively become able to learn and do
practise as per the demand of current market. Apart from this, it was pretty much required for me
to consider and focus upon different range of plans and procedures as well, that may aid me in
meeting the goals and objectives in a short span (PERSONAL SKILLS, 2017).
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4.
Structure of Ideas
Related to Brookfield
Reflective Model (2005)
In present context, if it is talked about structure of ideas in regards to the whole scenario,
I have went through the BNS Programme Brookfield
Reflective Model, (2005), in the world of professional education today we see frequent calls for
practitioners to be critically reflective. This term 'reflection' and 'basic reflection' suggests that
including the qualifier 'basic' some way or another makes the sort of reflection happening further
and progressively significant. I have analysed that reflection isn't understood by definition or
with the help of a little knowledge. It is very much possible to practise in an effective manner
while concentrating exclusively on the stray pieces of procedure and leaving unchallenged the
criteria, control elements and more extensive structures that edge a field of training (Ghajargar,
Wiberg and Stolterman, 2018). Reflection is valuable and important in the terms it sets itself;
that is, to make a lot of practices work all the more easily and accomplish the outcomes planned
for them. In any case, this isn't basic reflection; basic reflection raises doubt about the power
connections that permit, or advance, one lot of practices viewed as in fact compelling. It accept
that the details of training include implanted inside them the battles between inconsistent
interests and gatherings that exist in the more extensive world. For reflection to be viewed as
basic it must have as its unequivocal centre revealing, and testing, the power elements that edge
practice and revealing and testing domineering presumptions (those suspicions we hold onto as
being to our greatest advantage when in certainty they are neutralizing us). I accept that the
thoughts of basic hypothesis – especially that of philosophy study – must be integral to basic
reflection and, by suggestion, to change. Belief system evaluated which, in my own context
shows or depicts the procedure by which individuals figure out how to perceive how uncritically
acknowledged and unreasonable predominant philosophies are implanted in ordinary
circumstances and practices (Ichii and Ono, 2018).
Away with this, a proper systematic structure of overall thoughts and thinking of others
and considering the literature review and other elements would help in meeting the requirements
in a short span. One of the main problem, which I have critically analysed is that developing a
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much systematic structure would directly impact upon learning. On the other hand, in a negative
sense it can be said that the whole procedure could take time and it may also create confusions as
well in regards to the situation (Khanjani, Vahdany and Jafarigohar, 2018).
5.
Presentation:
Articulation and
organization of ideas and
perspectives
While practising and learning throughout the journey of BNS programme, I had to make
proper strategy with the help of which positive outcome can be achieved. I wanted to mange and
maintain balance between my professional and personal goals because this would have helped
me out in meeting the desired or satisfactory level of my own and of my colleagues as well, by
managing and maintaining positive image. There is specific planning about main task for which I
want to gain. There is difference in working style of individuals, then it is important and
significant for me to evaluate best strategy with which I can improve and perform operations in
better and effective manner.
Firstly, I will focus on targets which I want to achieve i.e. to balance personal and
professional aspects. It is important to understand it because this is essential for understanding
about targets (Or, 2018). After setting goals, I will analyse all the lens of Brookfield reflection
model. After preliminary screening, Lens of theoretical, philosophical, and research literature is
selected because this is the best way through which I can gain ability and skills to mange
personal and professional values. After selecting one lesson, I improve my knowledge and skills
which I can implement in my personal and personal life. There is proper understand about
activities with the help of which I can understand ways through which operations are performed
in appropriate and signifiant manner (Pries, 2019). After learning I am able to get improvement
in my professional and personal life and get edge over it. I am able to make positive relations
with colleagues and my personal aims to learn through BNS program is achieved. When I am
able to improve my skills and knowledge, then I am compatible in context of others. So this
provides me edge among team as well (Samanian and Roohani, 2018).
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Hence this, makes me to get way to learn and improve it for future recommendations. On
the above mentioned personal and professional change related examples, I have kept my focus
on utilising Brookfield reflection model in much effective and in appropriate manner, where I
have considered the two lens, which were appropriate for the whole journey of BNS program
that I have learnt. This has given me better understanding of how others thought and related to
my investigating skills as well in regards to literature and other secondary resources (Singh and
et. al., 2018). Basically, there are number of problems like issues in regards to enhancing my
own education level considering BNS program. Including this, reflection is also becomes critical
reflection when it moves beyond a singular focus on learning more about myself to active
attempts to interrogate my own personal perspectives, where contexts which produced those
perspectives, and the ways in which one's perspectives reproduce or challenge existing social
orders, a process that does not come naturally to most individuals and must be developed and
fostered.
6.
Conclusion
Based on the above mentioned report, it is being concluded that reflective learning and
writing could effectively help peer in developing or making appropriate changes within personal
and professional skills while going through a particular subject.
Including this, it has also been summarised considering Brookfield Reflective Model (2005),
peer can effectively enhance overall learning process by choosing one or two lenses of this
model. Away with this, it can also be said that developing an idea of handling a particular
situation can be considered as something, which may aid an individual to make right decisions in
a short span.
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7.
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References and Citations
Books and Journals
Apsari, Y. (2018). Reflective Reading Journal In Teaching Writing. Indonesian EFL
Journal. 4(2). 39-47.
Bjerkvik, L. K., & Hilli, Y. (2018). Reflective writing in undergraduate clinical nursing
education: A literature review. Nurse education in practice.
Gencel, I. E., & Saracaloglu, A. S. (2018). The Effect of Layered Curriculum on Reflective
Thinking and on Self-Directed Learning Readiness of Prospective
Teachers. International Journal of Progressive Education. 14(1). 8-20.
Ghajargar, M., Wiberg, M., & Stolterman, E. (2018). Designing IoT systems that support
reflective thinking: A relational approach. International Journal of Design. 12(1). 21-
35.
Ichii, R., & Ono, A. (2018). Business students’ reflection on reflective writing
assessments. Research and Development in Higher Education:[Re] Valuing Higher
Education, Adelaide.[Google Scholar].
Khanjani, A., Vahdany, F., & Jafarigohar, M. (2018). Effects of Journal Writing on EFL Teacher
Trainees’ Reflective Practice. Research in English Language Pedagogy. 6(1). 56-77.
Or, P. (2018). Reflective journal writing of undergraduate students enrolled in sex education in
Hong Kong. Reflective Practice. 19(5). 599-608.
Pries, E. (2019). The Reflective Practice Writing Bicycle: A Reflective Analysis Tool for
Engaged Learning. Religious Studies and Theology. 38(1-2). 125-140.
Samanian, S., & Roohani, A. (2018). Effects of self-regulatory strategy development on efl
learners’ descriptive writing and reflective thinking. Research in English Language
Pedagogy. 6(1). 95-116.
Singh, R. K., Singh, C. K., Tunku, M. T. M., Mostafa, N. A., & Singh, T. S. (2018). A review of
research on the use of higher order thinking skills to teach writing. International
Journal of English Linguistics. 8(1). 86-93.
Online
Reflective model according to Brookfield. (2017). [Online]. Available through:
<http://www.nicole-brown.co.uk/reflective-model-according-to-brookfield/>.
PERSONAL SKILLS. (2017). [Online]. Available through:
<https://www.jobs.ie/job-talk/personal-skills/>.
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