a tool for professional & personal growth...gibbs’ model of reflection (1988) description...
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Reflective Practice
A Tool for Professional & Personal Growth
What is Reflective Practice?
Key skill for healthcare
professionals
1
Manage impact of caring
2
Process of making sense:
events, situations, actions
3
Individually, facilitated
groups, both
4
“transform a situation in which there is obscurity, doubt, conflict and disturbance of some sort into a
situation that is clear, coherent, settled and harmonious” (Dewey, 1986)
Reflection PracticeTheory
Skills
Experience
Reflective Practice
https://hhs.hud.ac.uk/lqsu/Sessionsforall/supp/Sch%C3%B6n%20reflection-in%20and%20-on%20action.pdf
Theory
Skills
Experience
Reflection Practice
Thinking on your feet!
http://infed.org/mobi/donald-schon-learning-reflection-change/
Reflection PracticeTheory
Skills
Experience
Theory
Skills
Experience
Reflection Practice
http://infed.org/mobi/donald-schon-learning-reflection-change/
Why Reflective Practice?
Emotional cost to caring for the vulnerable
Confronted with deep-seated human needs and anxiety
Change agents in the lives of people
Healthcare providers must have
Interpersonal skills
Self-awareness
Ability to influence others towards positive change
Reflective practice facilitates the development of these skills!
Natius Oelofson, updated 2015Image by H. Aguiar
Benefits of Reflective Practice
Redefining understanding of professional knowledge
Expanding personal knowledge or self-awareness
Evaluating appropriateness of actions
►Personal & Professional Growth
IpAC Unit, Australia, ECU (not dated)
A Reflective Practitioner
Reflects on feedback and integrates changes in practice
Reflects on how own perceptions, attitudes and beliefs impact practice
Identifies knowledge deficits and seeks clarification
Ensures procedures for safety and quality assurance are implemented
Models of Reflective Practice
Reflective Thought Consists Of…
Developing a sense of the problem at handDeveloping
Enriching that sense with observations of the relevant conditionsEnriching
Elaborating a conclusionElaborating
Testing that conclusion in practiceTesting
Natius Oelofson, updated 2015
Kolb’s Learning Cycle (1984)
Concrete Experience
(doing / having an experience)
Reflective Observation
(reviewing / reflecting on the
experience)
Abstract Conceptualization (concluding / learning from the experience)
Active Experimentation (planning / trying out
what you have learned)
Saul McLeod (updated 2013)
Gibbs’ Model of Reflection (1988)
Description Feelings Evaluation Analysis Conclusions Action Plan
Rodrigo (2016)
Simple, Practical Framework - Oelofson
Step 1: Curiosity•What exactly happened?
•Why did we deal with the situation in that way?
•What else could be happening?
•What was it like from the patient’s perspective?
•What are my feelings about the situation?
•How did it affect me?
•What was the impact on us as a team when that happened?
Step 2: Looking
closer
“Zoom in” on reflections from
step 1. Use different angles/
perpsectives.
Step 3:
Transformation
Turn sense-making into
action. Finding ways to
articulate content and
process that allows positive
changes to be made
Natius Oelofson, updated 2015
Reflective Practice & Burn-Out
Self-Reflection = Caring for self
Normal Olsen, 2014; Lautebach & Becher, 1996; Palmer, 2007
Purposeful reflection is a tool to help gain
self-knowledge and insight.
Practicalities
Journal Writing
Journal writing – more than just experiences
• Revisit feelings
• Re-evaluate experience
Journal can create footprints
•Easier to remember what we have learned
•Identify progress made in personal growth
Framework can be
beneficial
Example - Description
15 year-old female, colloid cyst
Younger brother has cystic fibrosis will need lung transplant
Brain dead
Organ donor – all organs perfect and transplanted
Liver recipient, teacher, post-suicide attempt through OD
Example Feelings
• Emotional – young person, brother’s illness• Family present• School friends present• Healthcare team• Course of events
• Accepting death• Personal beliefs• Brain death new to me• Testing helped to accept and understand
• Needed to see the heart stop• Why? Cultural• OR felt cold
• Liver recipient• Did they deserve the liver?• Is it fair in relation to others in need?• Why am I struggling with this?• What if it was an emotional decision?• What if saving their life will change many
others?• Maybe even save other lives?• Who would deserve the liver?• What would happen if we could
determine who gets the organs?• Where is the line?• Do I have all the facts to truly know?
Example - Evaluation
Allowing family to observe brain death testing was most effective
Patient was well managed, all organs pristine
Family care was great
OR was very clinical
Lack of staff debrief, left to make assumptions
Not clear what type of family support provided in follow-up
Example – Analysis
Review every step
Admission course
Referral for donation
Family and friends’ care
Brain death testing and declaration
Donation conversation
Preparation for OR
Organ recovery process
Aftercare
Staff
Family
Example - Conclusions
Involving family in brain death testing – yes or no
OR process to create reverence of moment
Debrief for healthcare team
Better outcome information
Information about post-family care
Example – Action Plan
Create process flow for cases
Normalize the healthcare professional’s experience
Provide regular, intermittent huddles for debriefing along the way
Create moment of silence for OR
Create a post-case debrief process
Request outcome follow-up
Clinical Supervision
Clinical supervision is “a formal process of professional support and learning which enables
individual practitioners to develop knowledge and competence, assume responsibility for their own practice and enhance consumer protection and
safety of care in complex clinical situations.”
UK Department of Health, 1993
Clinical Supervision
Uses reflective practice and share experience for professional development
Varies by organization
Policies in place to frame and set expectations
Quality improvement
Risk management and performance management
Systems of accountability and responsibility
Royal College of Nursing, 2003
Clinical Supervision
Aims to:
Motivate while being client-centered and focused on safeguarding care
Benefits:
Improved service delivery through use of evaluation systems
New learning opportunities
Improved staff recruitment and retention
Improved efficiency and effectiveness
It is NOT:
Management tool to assess performance
Disciplinary process
Royal College of Nursing, 2003
Variety of Models
Educative (formative)
Supportive (restorative)
Managerial (normative)
Structured meeting
Meet with other specialties
Meet with other organizations
One-to-one
Peer group
Group supervision with leader
Clinical Supervision
Carefully structured
Clear aims and objectives
Template for structure:
A process
An evaluation system
Outcomes to measure success
Define ground rules and responsibilities / contract of commitment
Confidentiality
Open and honest, active listening
Seeking research for evidence-based practice
Facilitating new learning opportunities, etc.
Thank You!