Practicum Journal And Time Log Assignment 3 Practicum Journal And Time Log Assignment 3 Being a reflective practitioner enables NPs to identify weaknesses and t

Practicum Journal And Time Log Assignment 3

Practicum Journal And Time Log Assignment 3

Being a reflective practitioner enables NPs to identify weaknesses and target professional development in order to address these weaknesses. In turn, this increases the NPs’ ability to provide the best care to patients and their families. Reflection also affords the NP time to consider communication and their efforts toward creating a culture of mutual support with colleagues, a characteristic that is essential to successful NP practice (Somerville & Keeling, 2004).

Each week you will complete a Journal Entry and Time Log that prompts you to reflect on your Practicum Experiences and how they relate to your Professional Goals and Self-Assessment of Clinical Skills. This week you will begin documenting your Practicum Experiences in your Practicum Journal.

Somerville, D., Keeling, J. (2004). A practical approach to promote reflective practice within nursing. Nursing Times, 100(12), 42–45. Retrieved from

To prepare

For this course’s Practicum Experience, address the following in your Practicum Journal:

From your perspective, explain the role of nurse practitioners in clinical settings

Develop goals and objectives for the Practicum Experience in this course


Create a proposed timeline of practicum activities based on your practicum requirements.

A practical approach to promote reflective practice within nursing AUTHORS David Somerville, MA, MEd, CPsychol, AFBPsS, is an independent consultant in work-based learning; June Keeling, BSc, RM, RGN, is domestic violence coor- dinator, Arrowe Park Hospital, the Wirral. ABSTRACT Somerville, D., Keeling, J. (2004) A practical approach to promote reflective practice within nursing. Nursing Times; 100: 12, 42–45. Although reflective practice has been identified as a valuable tool to help nurses recognise their own strengths and weaknesses, many still find it a difficult concept to embrace. This article dispels some of the myths surrounding reflective practice and offers exam- ples of how it can benefit nurses both on a personal and a professional level.

Nurses are constantly being encouraged to be reflective practitioners. While many articles have been written on the subject (Freshwater and Rolfe, 2001; Burns and Bulman, 2000; Burton, 2000; Taylor, 2000; Palmer, 1999; Boud et al, 1985) there is little practical advice for nurses on how to reflect critically. Broad frameworks for reflection have been offered by theorists such as Benner and Wrubel (1989), Gibbs (1988), and Johns (2000). The Johns model identifies particular areas of reflective practice: ● Describing an experience significant to the learner; ● Identifying personal issues arising from the experience; ● Pinpointing personal intentions; ● Empathising with others in the experience; ● Recognising one’s own values and beliefs; ● Linking this experience with previous experiences; ● Creating new options for future behaviour; ● Looking at ways to improve working with patients, families, and staff in order to meet patients’ needs.

What is reflection? Reflection is the examination of personal thoughts and actions. For practitioners this means focusing on how they interact with their colleagues and with the environ- ment to obtain a clearer picture of their own behaviour. Practicum Journal And Time Log Assignment 3

It is therefore a process by which practitioners can bet- ter understand themselves in order to be able to build on existing strengths and take appropriate future action. And the word ‘action’ is vital. Reflection is not ‘navel- gazing’. Its aim is to develop professional actions that are aligned with personal beliefs and values.

There are two fundamental forms of reflection: reflec- tion-on-action and reflection-in-action. Understanding the differences between these forms of reflection is important. It will assist practitioners in discovering a range of techniques they can use to develop their per- sonal and professional competences.

Reflection-on-action Reflection-on-action is perhaps the most common form of reflection. It involves carefully re-running in your mind events that have occurred in the past. The aim is to value your strengths and to develop different, more effective ways of acting in the future.

In some of the literature on reflection (Grant and Greene 2001; Revans 1998), there is a focus on identifying negative aspects of personal behaviour with a view to improving professional competence. This would involve making such observations as: ‘I could have been more effective if I had acted differently’ or ‘I realise that I acted in such a way that there was a conflict between my actions and my values’.

While this is an extremely valuable way of approach- ing professional development, it does, however, ignore the many positive facets of our actions. We argue that people should spend more time celebrating their valua- ble contributions to the workplace and that they should work towards developing these strengths to become even better professionals. We are not advocating, of course, that they should neglect to work on areas of behaviour that require attention.

Reflection-in-action Reflection-in-action is the hallmark of the experienced professional. It means examining your own behaviour and that of others while in a situation (Schon, 1995; Schon, 1987). The following skills are involved: ● Being a participant observer in situations that offer learning opportunities; ● Attending to what you see and feel in your current situation, focusing on your responses and making con- nections with previous experiences; ● Being ‘in the experience’ and, at the same time, adopting a ‘witness’ stance as if you were outside it.

For example, you may be attending a ward meeting and contributing fully to what is going on. At the same time, a ‘fly-on-the-wall’ part of your consciousness is able to observe accurately what is going on in the meet- ing. Reflection-in-action is something that can be devel- oped with practice. Some techniques are described later.

Critical reflection Critical reflection is another concept commonly mentioned in the literature on reflection (Bright, 1996; Brookfield, 1994; Collins, 1991; Millar, 1991). It refers to the capacity to uncover our assumptions about ourselves, other people, and the workplace.

We all have personal ‘maps’ of our world. These develop across our lifetime and our early experience Practicum Journal And Time Log Assignment 3

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