Enfermera General

Unit Title: Teaching at Clinical Practise
Cohort Number: 0909
Student Number: 2832857
Word Count: 2675
Name of Unit Leader: Brenda Cooper
Date: 24/02/2012

Reflective writing using Gibbs Model

This assignment will focus on my presentation using the Gibbs model of reflection (1988). Firstly I chose to do my presentation on swab sampling using a PowerPoint slide method as well as apractical demonstration. This reflection cycle will go through the process of how I collated the information, problems that I encountered along the way and finally how I presented my presentation and the feedback I received from my peers and lecturer.

I now had to decide which reflective model I would chose to base my presentation on. I assessed three models of reflection. I looked at Gibbs (1988)Nursing Model of Reflection (Rolfe’s) Framework for Reflective Practice and finally (Johns’ 2000) Model of Structured Reflection, before settling on Gibbs (1988) Nursing Model of Reflection. Gibbs’s (appendix 1) reflective cycle stood out above the others as it offers a clear structure of thought and preparation. It is important to think through every step and analyse one’s thoughts andfeelings; then, consider and think through the outcome before offering a clear conclusion of what to do if the same situation and circumstances were to arise again; finally prepare a plan to reach the objective identified after going through this process.

Siviter(2004) states that reflection is a process in which you look at yourself and practise objectively. Bolton (2005) argues that it is the wayto use theory and practice in order to develop as a professional. I, myself, made my decision after completing a questionnaire regarding ways of learning. The questionnaire highlights individual learning styles, based on the following types, as identified by Honey & Mumford (appendix 2); Activist, Reflector, Theorist and Pragmatist. After completing the questionnaire I found that my style oflearning was an even mix of all four styles listed.

By applying the Gibb’s Reflective Method (1988), I have considered theory and practice leading me to identify the following strengths and weaknesses in my learning style:
My strengths are that I am a fast learner and I am also enthusiastic about new innovations and ideas within the NHS, I am also confident in my own ability. My weaknessesare that I tend to rush my work and that sometimes I suffer from a lack of concentration; I tend to become irritated by irrelevant information and in certain lectures I do not concentrate fully; I have to resist the urge to write in my native language as English is my second language.

When we were first told about the assignment, I along with all the other students were in the lecture hall.The lecturer told us that we would be doing a presentation individually and that we could choose the topic of our own choice. We were then divided up into groups of twelve which I thought would be easier to present to a smaller group of students. I had mixed emotions about presenting in front of the other students but at the same time a little excited about it. Boud (1985) has acknowledged thatreflection is often triggered by strong feelings, and that sometimes our emotions can override our rationality.
The first topic that came to my head was about an article which I read in the Nursing Standard magazine. The article was titled NURSEING ON TWO HOURLY ROUNDS, however after further thought I decided to base my topic on swab sampling (appendix 3) because on a previous placement I hadnoticed that there was a discrepancy in how to perform a sample in the correct manner. After I chosen my topic I researched the subject using books and the internet. I also went to the hospital to ask the nurses who carry out swab sampling about the correct method for obtaining samples, and for their valued opinion. I wanted to demonstrate how theory could be put into practice. (Hinchliff, 2009)...