HND Demonstrating Professional Principles & Values in H&SC Reflection

This essay explores the role of reflection in health and social care practice, emphasizing its purpose in bridging theory and practice. It describes various reflective models like Gibbs' Reflective Cycle, John's Model, and Driscoll's Model, detailing their application in healthcare settings. The essay further discusses how reflection aids personal and professional development by promoting deep learning, identifying strengths and weaknesses, and enhancing self-awareness. It also examines the use of practice themes as a framework for reflection, linking them to performance indicators and outlining plans for personal learning and development. Finally, it assesses the effectiveness of these plans in developing reflective practice skills and evaluates overall professional learning and development through practice, including setting targets for future career development. This document is available on Desklib, a platform offering a wide range of study tools and resources for students.

Running head: REFLECTION BASED ASSIGNMENT
REFLECTION BASED ASSIGNMENT
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REFLECTION BASED ASSIGNMENT
Contents
LO1: Explain the role of reflection in health and social care practice............................................4
Purpose of reflection in health and social care practices:............................................................4
Description of the models and tools used for reflection:.............................................................4
Ways by which reflective practices are applied in health and care service environments:.........5
How reflection can help in personal and professional development:..........................................6
LO2 using of the practice themes as the framework for reflection:................................................7
The use of different practice themes for facilitating reflection:..................................................7
Illustration of the links between the practice themes and other performance indicators:............8
The plan of reflecting on own learning and development using the practice themes..................9
Assessing the effectiveness of the plans in supporting the development of the reflective
practice skills:............................................................................................................................10
LO3: demonstration of active, ongoing, critical reflection of learning experiences.....................11
Different methods used for gaining evidences of effective reflective practice:........................11
Portfolio of practice based evidences for using the practice themes as framework..................12
Analyzing the performance and learning using the framework of practice themes and other
quality measures........................................................................................................................13
Evaluation of holistic professional learning and development through practice:......................14
LO4 Assessing the overall success of own reflective journey:.....................................................15
Review evidence gathered in own portfolio:.............................................................................15
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Produce targets for the development of own professional career..............................................16
Assess own learning and development in terms of its contribution to own journey.................16
References:....................................................................................................................................17
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LO1: Explain the role of reflection in health and social care practice
Purpose of reflection in health and social care practices:
The purpose of the reflective writing is to help professionals or students to learn from
their practical experiences. It mainly helps in making connections between what they have been
taught in the theories and what they need to perform in the practices. Reflection, in easier words,
enables individuals to learn from their experiences (Baldwin 2016). In reflective writing,
individuals try to write down some of the parts of the thinking that they have been through while
they were carrying out a particular practical activity or dissecting the incidents at a later date in
order to gain insights from the experiences about what could have gone better for a positive
outcome. Through reflection, individuals learn to be able to make sense of what was done by him
and the reason behind it and perhaps how they could improve themselves for doing it better next
time. Reflective writing gives the individuals the chances of thinking about what they are doing
more deeply and also learn from the experiences (Redmond 2017). Individuals working in the
health and social care can get the opportunity of discovering the ways by which the things taught
in classes can help in the real-world or in different academic tasks. Writing down the thoughts
make it easier for the individuals to think about them and thereby make connections between
what is being thought, what was being taught and the ways the individual are doing so. This
written reflection helps individuals by serving them as the source of references and evidences for
the future.
Description of the models and tools used for reflection:
Models also known as the frameworks for reflection encourage a structured procedure for
guiding the act of reflection. It is important for the healthcare professionals to choose the one
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model that is the most comfortable for the individual assisting him to learn from the experiences.
Graham Gibbs had developed his reflective cycle that remains based on each of the stages of
David A. Kolb’s experiential cycle. He was found to suggest that how a full structured analysis
of a situation could take place using the prompt questions at each stage. This is probably the
most cited model by healthcare professionals but does not consist of the number of depths of the
prompt questions contained in some other models (Glasby 2017). It mainly comprises of six
important steps which are description, feelings, evaluation of the incidents, analysis, conclusions
and actions plans. Another model of reflection is called the John’s Model. Christopher Johns was
the main designer of his model for structured reflection. He had designed it through analyzing
the dialogues between the practitioners as well as the supervisors who worked with them
throughout their learning experiences. John was mainly seen to use Barbara Carper’s patterns of
knowing in the framework that he had developed. It included aesthetics, which is the art of what
we do, person which is self-awareness, ethics which is moral knowledge and empirics which is
scientific knowledge (Van Beveran et al. 2018). John’s model also adds reflexivity, which
mainly depends on how different things are connected with the previous experiences. Another is
the Driscoll model that had been put forward by Terry Borton and has three important steps for
analysis of the incidents. These are the “what”, “so what,” and “now what”. Driscoll had mainly
matched the models with the stages of the experiential learning cycle and had added trigger
questions that can be utilized for the completion of the cycle (Greene et al. 2017).
Ways by which reflective practices are applied in health and care service environments:
There are various models for reflection but it is extremely important for understanding
why each of the questions in the reflective models is asked and how it would help the individual
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in reflecting. This is mainly an integration of the different concepts by the broad procedure is
found to be similar in all the models. The first question is what, where and who that is discussing
about the situation. The next part would be how the situation would make the individual feel that
is it would mainly include discussion of the emotional state (Baldwin 2016). The next step would
be analyzing why the situation took place that is individuals need to make sense of the situation.
The next step would mainly include thinking over the fact that whether anything else could have
been done differently where individuals need to critically review and participate in development
of insight. This would be followed by the step where individuals would try to answer what they
could do differently in the future as to how this would change their practices (Lawrence et al.
2016). This would be followed by the last step that would mainly include re-enforcement as to
what would happen when the individuals would be putting this into their practices.
How reflection can help in personal and professional development:
The act of reflection is found to be one of the best ways of promoting the development of
autonomous as well as qualified and self-directed professionals as well as the ways of developing
more effective healthcare teams. Studies are of the opinion that engaging in reflective practices is
associated with improved quality of the care as well as stimulating personal and even
professional growth and closing the gap between theory and practices (Tretehway et al. 2016).
Reflection helps in promoting deep learning as well as also helps in identification of the personal
and professional development strengths and weakness areas for future improvement. Reflection
also helps in identification of educational needs of the professionals in health and social care
thereby developing an opportunity for acquisition of the new knowledge and skills (Banks 2016).
It helps the individuals in further understanding of their own beliefs, values, and attitudes as well
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as encouragement of self-motivation and self-directed learning. Reflections also act as the source
of feedback and thereby help in improvements in personal as well as clinical improvements.
Reflection can help in enhancing the personal development by leading to self-awareness. If the
focus of the reflection is on the patient care improvement, it can also help in expanding as well
as developing clinical knowledge and skills (Nord 2016). This has been found to be very helpful
for those healthcare professionals who want to carry on learning throughout their lives. The act
of reflection is one of the greatest ways for increasing confidence and becoming a more
proactive and qualified professionals.
LO2 using of the practice themes as the framework for reflection:
The use of different practice themes for facilitating reflection:
The practice themes indicate the various important domains where nursing professionals
need to gather not only theoretical knowledge but also practical experiences for developing a
deep insight into the concepts. The different practice themes that had been taught in the class
gives a varied idea about how an individual professional should approach an issue handle it
efficiently and manage them in ways by which patient safety and satisfaction are ensured
(Mitzkat et al. 2016). However, that professional might face various challenges and barriers
when they want to solve the similar issue in the practical settings. Therefore, in such areas, they
need to reflect on the incidences and gain ideas about their weakness and strengths and then
develop an action plan to handle the situation in a better way for the future. These practice
themes can act as a guiding framework on every important domain that nursing profession
comprises of and would allow the aspiring healthcare professional to develop ideas about the
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segments where he should undertake reflective practices. This can be explained with the help of
an example about how to use practice themes as reflective framework. One of the practice
themes is law regulation and ethical practice (Corr et al. 2018). The aspiring professional can
select these practice themes as one of the category, which he would be reflecting on. Then he
would be selecting incidents and events where he failed or could not perform well or had faced
ethical dilemma or lack of knowledge in laws and regulation management. Then he would be
reflecting on the incident using a reflective model and try to develop his skills and knowledge in
management of these practice themes of Law, Regulation, and Ethical Practice. Several of other
such incidents associated with these practice themes would be also reflected by the individuals
and then they should be stored under the same category in the form of portfolios or folder. This
would help in documenting incidents and getting a good opportunity to present it as portfolios in
later dates (Vachon et al. 2015).
Illustration of the links between the practice themes and other performance indicators:
The practice themes are some of the most important domains where every healthcare
professionals need to develop a wide range of knowledge in order to provide not only quality
and safe care to the patients but also ensure holistic well being of the patient and development of
reputation of the healthcare organizations. Healthcare professionals need to develop expertise in
order to meet the expectations set by each of the practice areas to ensure safe and effective care
services are provided to all (Samuel and Thompson 2018). The practice themes are found to be
intricately associated with other performance indicators. Several examples can be provided in
order to explain how links are present between the practice themes and other performance
indicators. The practice theme 3 states about the category of health, safety, and guarding through
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the care services of healthcare professionals in the health and social care. This domain would
mainly be providing a scope for the professionals in reflecting about the safety precautions that
need to be taken, health and safety protocols maintained in the organization, hand-hygiene
knowledge that needs to be developed, ways of preventing healthcare associated infections and
many others. An aspiring professional needs to participate in practical experiences, reflect on the
health-safety and safeguarding events and then try to develop skills that would help in meeting
the goals and expectations et by the organization. The professional needs to analyze how well
they are performing in the health and social care settings to evaluate their expertise and then get
the scope of enhancing their practices. In such situation, the performance indicators would be
able to help the professional in evaluating how well they are succeeding in meeting the goals set
by the practice theme of health, safety and safeguarding. The different performance indicators
that can give an idea to the individuals regarding their success in the practice theme 3 are the
inpatient raw mortality rate, harm events per 10000 patient days, bed turnovers, readmission
rates, occupancy rates, average length of stay, average cost per discharge, patient satisfaction and
others. In this way, links are present between the Practice Themes and other performance
indicators.
The plan of reflecting on own learning and development using the practice themes
A concrete plan needs to be developed in order to ensure that an individual develops
expertise in each of the categories or the practice themes to provide high quality care to the
patients. There are six practice themes. The individual would allocate each practice theme to
each day of the week with Sunday being a free day without any allocation of practice themes on
Sunday. On each of the day, the individuals would try to reflect on incidences that revolve
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around the practice themes that had been allocated for that particular day. For example, if on
Monday, the allocated practice theme is Law, Regulation, and Ethical Practice, then the
individual would come back from the health and social care setting and would then pick out an
incident of the week which revolved around issues basing on the Law, Regulation, and Ethical
Practice in the healthcare centers. In this way, the healthcare professionals would be able to
reflect on huge amount of healthcare issues that they face regarding different aspects of the care
services that are provided to patients. They would be able to accumulate huge number of
reflection papers on the experiences and incidents, which would help in enriching the portfolios.
Assessing the effectiveness of the plans in supporting the development of the reflective
practice skills:
On each day, the healthcare professional would be getting the opportunity of reflecting on
one of the incidents that regards with the practice themes that has been specifically allocated for
that particular day. In this way, the individual would be able to reflect on six different incidents
on six different practice themes as the end of one week. This would help the individuals to have
the scope of reflecting equally on every practice themes and in this way, not a single theme
would be neglected but all the themes would have equal amount of reflective accounts by the
professionals. This would the individual to develop ideas about his weakness and strengths on
each of the domains or themes successfully (Zestcott et al. 2016). Moreover, regular reflective
practices would help the professional in gradually developing expertise in reflective practices
and would help him become an expert in reflective practices for the future. More the engagement
of the professionals in the reflective practices on regular rates, higher with be the development of
the reflection skills.
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LO3: demonstration of active, ongoing, critical reflection of learning experiences
Different methods used for gaining evidences of effective reflective practice:
An aspiring professional might use different methods for gaining evidences for effective
reflective practices. One of the methods is to use reflective journals, which are also sometimes
called the learning journals. This is one of the ways for reflecting through documenting ideas,
feelings as well as observations and visions. It can be done both on computer as well as on paper.
Keeping a reflective journal helps on various ways like focusing on thoughts and development of
ideas, developing the voice and gaining confidence, organizing the thinking through exploring
and mapping complex issues and many others (Moss 2017). Another method that can be used for
gaining evidences for reflective practices is peer groups and co-operative enquiry. Here, a group
of peers is seen to meet at regular basis for learning as well as reflecting together and this can act
as a powerful supporting element, which are individual of the practices. The group can decide
together the ways of using and organizing its tine, might discuss work-related issues, share
different types of leaning journals excerpts and can try out forming a collective reflective
practices. Cooperative inquiry is another form of reflective practice methods of groups, which
support the reflective practice of participatory researchers. Heron who was the pioneer in
developing the participatory methods in social sciences had described the theory and the practice
in 1996 book Co-operative Inquiry: research into the human condition. This is seen to involve a
group working through a structured as well as four-stage cycle of action as well as reflection
through which group members move towards developing new ways of acting. Individuals can
also take the methods where they can support their reflection with the help of evidences gained
from researches and evidence based articles that can support the individuals towards the right
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