Reflective Report TMA01: Experience of Creating an Educational Leaflet

This reflective report details a student's experience in creating an educational leaflet on Kabuki Syndrome, using Borton's framework to analyze the process. The report outlines the 'what, so what, and now what' of the experience, including challenges faced with computer skills and medical terminology. The student reflects on the learning gained, such as data collection and critical thinking, and identifies areas for improvement, including time management and computer literacy. The report also discusses plans for future projects, emphasizing the importance of organization, collaboration, and seeking guidance from tutors and peers. The student aims to leverage this experience to enhance their career and improve their skills in creating educational materials. The student effectively referenced all the information using various sources to maintain the validity and credibility of the information interpreted in the leaflet.

TMA01
Reflective Report

Table of Contents
TMA01.......................................................................................................................................0
Reflective Report ......................................................................................................................0
Introduction................................................................................................................................1
Borton’s (1970) Framework.......................................................................................................1
Reflection...................................................................................................................................2
What?.....................................................................................................................................2
So What?................................................................................................................................2
Now What?.............................................................................................................................3
References..................................................................................................................................4
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Introduction
This reflection report is formulated to reflect on my own experience of making an educational
leaflet. It will involve, a precise description of the experience, along with it, an analysis and
evaluation of my own experience will also be done concluding with an action plan. The
action plan will be made to make sure that challenges will be overcome and more productive
results can be generated. In addition, for reflection, this report will use Borton’s (1970)
Framework. This framework will allow discussion, analyse and evaluate own experience by
answering (what, so what and now what).
Borton’s (1970) Framework
It is a framework for reflection and was created by Terry Borton in the year 1970 (Nicol &
Dosser, 2016). It is a straightforward model which is very easy to be used in any of the
conditions. It enables the individual to think about the situation devoid of adding too much to
the structure. Additionally, this framework involves: what? So what? Now what?. Therefore,
the proceeding section of this reflective report will outline my own experience during the
making of an educational leaflet, while using Borton’s Framework.
(Janse, 2022)
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Reflection
Reflection is regarded as an exercise in introspection, it explores own feelings, ideas, and
thoughts regarding the topic and in what way it impacts own self (Miraglia & Asselin, 2015).
In nursing practice, I got a chance to work on the creation of an educational leaflet based on
one of the fastest-growing syndromes; Kabuki Syndrome (kabukiuk, 2022). In regards to
nursing practice, reflection is considered to be a retrospective method that helps in assessing
the past processing of experiences which happens in a structured manner and is deemed
highly vital. Thus, such a retrospective approach helps in the promotion of quality care
(Howatson-Jones, 2016).
What?
I was tasked to create an educational leaflet involving Kabuki Syndrome, which serves as the
most effective learning experience at this level of study. This was done because this
syndrome is prevailing at a faster rate (kabukiuk, 2022). In addition, to create the leaflet I
associate with some of my seniors who help me to know the exact structure of the leaflet.
Afterwards, I outlined what to include in the leaflet. In this regard, I outline the headings
according to which I initiated my research. I made efforts to carry out comprehensive
research both from offline and online sources of information. However, due to less computer-
using skills, I somehow faced issues in making the leaflet as it requires particular skills and
knowledge to work on leaflet making. While due to these skills I faced difficulties in meeting
the deadline, however, I still managed to complete my work on time. Moreover, I also faced
issues in recognising some of the medical terms for which I had used a manual dictionary.
However, I noticed that some of the other students were making effective use of the online
dictionary. While one of my peers agreed to support me in accessing the online dictionary as
well as other ways to use Ms. Office. But due to less time, I could not manage to learn those
skills. Furthermore, to maintain the validity and credibility of the information interpreted in
the leaflet, I effectively referenced it.
So What?
The learning experience which I have attained as a result of the educational leaflet is that I
was able to collect data using various sources of information. Therefore, improving my data
collection and data analysis skills. In addition, this experience also helps me in gaining
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information regarding Kabuki Syndrome, which may further help me in my professional
career to support such patients. Moreover, it is also analysed that I have learned some of the
computer operating skills that I was not known earlier. In this regard, I used my critical
thinking skills to gather data from various sources. While I feel that I must also be using
effective communicating skills must collaborate with other students working on the same
syndrome or other seniors who have worked on this syndrome as well as also with those
nursing professionals who are serving such patients (Azizi-Fini et al., 2015). This may result
in not only enhancing the overall content of the educational leaflet but it may also allowing
me to save it as an experience that I may use in my professional life (Schwalbe, 2015).
Furthermore, to learn skills, communicate with peers, and also to meet deadlines easily I must
also have created a schedule which may help me to set time durations for each task (Riley,
2015). This may help me not only learn new skills, complete work calmly, and gain and
retain enough information during the process but also enhances the overall productivity of the
leaflet.
Now What?
In the future, I will take this learning experience to work on my weaknesses and lacking areas
on which I need to work on. I will also make efforts to learn computer-using skills by
accessing online videos and also taking support from fellow students. However, to make an
educational leaflet in the future or any other project I must organise all the required actions
and time duration it may take to get finished. This will improve my time management skills
and will also improve the overall efficacy of the project. I may associate with a fellow student
who has agreed to teach me an effective way of accessing online dictionaries. This may assist
me to improve engaging skills and also learning skills. Additionally, I am confident in
planning the leaflet, while I face issues in accurately arranging the information in the leaflet
to get full strength in the assignment (Daft, 2015). For this, I will make sure to become more
computer literate and I will also get my work reviewed by the seniors. This will help me in
enhancing the weak areas during my work through the module. Therefore, my ultimate aim is
to utilise my experience in progressing my career, during this I will associate with my tutor to
further suggest what further information I should attain till I reach TMA02 (Hielscher, 2017).
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References
Azizi-Fini, I., Hajibagheri, A. and Adib-Hajbaghery, M. (2015) “Critical thinking skills in
nursing students: A comparison between freshmen and senior students,” Nursing and
Midwifery Studies, 4(1). Available at: https://doi.org/10.17795/nmsjournal25721.
Daft, R.L. (2015) Management. Cengage Learning.
Hielscher, S. (2017) “Experimenting with novel socio-technical configurations,” Digital
Culture & Society, 3(1), pp. 47–72. Available at: https://doi.org/10.14361/dcs-2017-
0104.
Howatson-Jones, L. (2016) Reflective practice in nursing. Learning Matters.
Janse, B. (2022) Borton's model of Reflection, Toolshero. Available at:
https://www.toolshero.com/personal-development/borton-model-of-reflection/
#:~:text=Borton%E2%80%99s%20model%20of%20reflection%20is%20a
%20framework%20for,method%20in%20the%20book%20%E2%80%98Reach%2C
%20Touch%20and%20Teach%E2%80%99. (Accessed: December 12, 2022).
kabukiuk (2022) Kabuki UK, kabukiuk. Available at: https://www.kabukiuk.org.uk/#!
(Accessed: December 12, 2022).
Miraglia, R. and Asselin, M.E. (2015) “Reflection as an educational strategy in Nursing
Professional Development,” Journal for Nurses in Professional Development, 31(2),
pp. 62–72. Available at: https://doi.org/10.1097/nnd.0000000000000151.
Nicol, J.S. and Dosser, I. (2016) “Understanding reflective practice,” Nursing Standard,
30(36), pp. 34–42. Available at: https://doi.org/10.7748/ns.30.36.34.s44.
Riley, J.B. (2015) Communication in nursing. . Elsevier Health Sciences.
Schwalbe, K. (2015) “Service-learning pedagogy in a Project Management Course: Learning
by doing in an information technology curriculum,” Issues In Information Systems
[Preprint]. Available at: https://doi.org/10.48009/1_iis_2015_121-131.
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