Aspects of Reflective Practice

Definition of Reflective Practice

Reflective practice is the act of evaluating one’s own experiences and responses to improve future decision-making and practice.
It allows for personal and professional growth, by identifying strengths and weaknesses.

Reflective practice is insightful in improving patient care. It helps identify gaps in knowledge, complacency, or areas needing improvement.
It fosters continuing professional development. Learning is a continual process, and reflection helps us learn from our actions.
It promotes self-awareness and emotional intelligence which are pivotal in handling emotional situations, managing stress and establishing positive relationships in care settings.

Gibb’s Reflective Cycle includes six stages: description, feelings, evaluation, analysis, conclusion, and action plan. This structured approach promotes thorough reflection of an instance or event.
Schön’s Model refers to two types of reflective practice, ‘reflection in action’ and ‘reflection on action’. The former is reflecting during the event, while the latter is reflecting after the event.
A personal reflective journal or diary is a log where one can document thoughts, reflections and insights which could prove beneficial for future references.

Reflective practice aids in improved communication skills. By reflecting on conversations or interactions, one can identify what went well or what needs improvement.
It helps understand others better. Reflecting on actions of others and their reactions can provide insights into their feelings or perspectives.
It creates empathy towards service users. By stepping back and reflecting, one can empathise and understand the emotions of the person in care, leading to better and more positive relationships.

Time constraints or workload pressures may impede regular reflective practice.
There might be negative perceptions towards reflective practice, considering it as non-productive or navel-gazing.
Lack of ability or unwillingness to be honest with oneself can prevent effective reflection.

Encourage a supportive environment where reflective practice is valued and seen as vital for professional development.
Schedule regular time for reflection. This can involve brief periods during or after work, or specific professional development time set aside for reflection.
Provide training or access to resources to understand the process and benefits of effective reflective practice.
Encouraging the use of reflective models can provide a structured process of reflection, making it easier for care practitioners to embrace reflective practice.