treated that perceptions reflective exercise beliefs, attitudes uncritically as may be influenced undertaken. and previous factual, when in by a variety of There is a clear premises relating fact it may be open factors, that appreciation of to the nature of to debate as it which can start to others’ healthcare and refers to shape the perspectives and nursing within perceptions and narrative that the an ability to link that. The author is perspectives, individual uses to these to those of able to adopt an different ways in make sense of the author, him or overview, one that which a subject or events unfolding. herself. The may be as critical issue could be Knowledge is author is as self as it is understood. treated as comfortable with inquisitive of the Observations in complex, ideas the ‘differences of perceived extremis may be and experiences perspective’ that perspectives of expressed forcibly, as potentially might exist and others. The author demonstrating powerful. The reviews the whole demonstrates an prejudice, and author in the context of understanding of suggest that the understands that what the how powerful the author has not others may think reflection has world of ideas, paused to re differently to been designed to beliefs and values examine whether them, but there is do (e.g. re are and how these their attitudes, a tendency to evaluate the can be re beliefs and values catalogue the author’s listening evaluated in ways have an adequate differences and skills, understand that might moral basis upon the similarities, a problem that transform an issue which to proceed. without reaching has arisen or a or situation The writing lacks deductions that in change discussed. emotional some way reveal underway). intelligence, that is the authors own understanding of conclusions, their how others might perspective on think or feel. matters in hand. Because the format of reflective practice essays may differ, dependent on which reflective model is employed; our sample paragraphs are arranged with regard to the key writing tasks detailed within Chapter 10 of our textbook. You will be presented in each case (save the last) with three possible paragraphs, and, using Table 1, invited to determine which of these represent the least and the most sophisticated examples of reflective practice reasoning. We challenge you to spot mistakes in writing that you should avoid in your future writing. Our notes will follow, but you are encouraged to
treated uncritically as factual, when in fact it may be open to debate as it refers to perceptions and perspectives, different ways in which a subject or issue could be understood. Observations in extremis may be expressed forcibly, demonstrating prejudice, and suggest that the author has not paused to re examine whether their attitudes, beliefs and values have an adequate moral basis upon which to proceed. The writing lacks emotional intelligence, that is understanding of how others might think or feel. that perceptions may be influenced by a variety of factors, that which can start to shape the narrative that the individual uses to make sense of events unfolding. Knowledge is treated as complex, ideas and experiences as potentially powerful. The author understands that others may think differently to them, but there is a tendency to catalogue the differences and the similarities, without reaching deductions that in some way reveal the authors own conclusions, their perspective on matters in hand. reflective exercise undertaken. There is a clear appreciation of others’ perspectives and an ability to link these to those of the author, him or herself. The author is comfortable with the ‘differences of perspective’ that might exist and reviews the whole in the context of what the reflection has been designed to do (e.g. re evaluate the author’s listening skills, understand a problem that has arisen or a change underway). beliefs, attitudes and previous premises relating to the nature of healthcare and nursing within that. The author is able to adopt an overview, one that may be as critical as self as it is inquisitive of the perceived perspectives of others. The author demonstrates an understanding of how powerful the world of ideas, beliefs and values are and how these can be re evaluated in ways that might transform an issue or situation discussed. Because the format of reflective practice essays may differ, dependent on which reflective model is employed; our sample paragraphs are arranged with regard to the key writing tasks detailed within Chapter 10 of our textbook. You will be presented in each case (save the last) with three possible paragraphs, and, using Table 1, invited to determine which of these represent the least and the most sophisticated examples of reflective practice reasoning. We challenge you to spot mistakes in writing that you should avoid in your future writing. Our notes will follow, but you are encouraged to
79169_Writing_better_reflective_practice_essays_in_nursing.docx