reflective writing models

reflective writing models

The Importance of Reflective Writing Models

1. Introduction to Reflective Writing Models

It may be just my imagination, running in the opposite direction to everyone else’s creative flow. I don’t even know if what I am going to do will work. But the thoughts I have at 3:30 on a Wednesday morning, 8 days before my conference proposal is due, are that maybe brainstorming will help. Most teachers do brainstorming with their students (when students are the idea generators, usually for a writing assignment). But teachers can think of so many things that they want to convey and that their students want to know. I can give this a try and create a model to show the process; maybe it will work for one of these many ideas. There are so many kinds of thinking and writing. There may be a specific technique that I want to model, for example – I have been wanting to work on a creative writing assignment using a variety of writing techniques, some invented by the writer, some borrowed from the world of Fan Fiction, and some pulled from our readings of postmodern texts. Or the model could be broader, for example – setting goals for writing assignments and revising and measuring the work through reflection, is an idea that I have wanted to use for a very long time, as a teacher and with students. The brainstorming process here will be no different from teaching a student to brainstorm about what he will write. Here is a model for some reflective brainstorming I did for my trip to Greece.

2. Benefits of Reflective Writing Models

It is important for midwives to consider the most beneficial means to improve their practice. This can be achieved by becoming critical consumers of research, which is a highly complex process. Gourlay (2004) states that in order to develop this skill, it would be beneficial to engage in an action research project and create a culture of professional inquiry. When deciding that action research is the chosen method, it is important to take a systematic approach to the conduct of the research and an analysis of the information acquired (Lancaster 2004). This would involve the use of Gibbs’ model. This systematic approach can be achieved by discussing the research process with mentors or colleagues and obtaining support from an academic supervisor. Using this model, the midwife can conduct investigations into improving their practice. It is essential to understand that any changes to practice must be based on sound evidence and research, rather than change for the sake of change (Gourlay 2004). This suggestion perfectly illustrates the process of reflection; it is seeking to make an improvement and considering the possible consequences and intending to make these changes based on past experience. This would enable students to act without fear of jeopardizing the safety of the expectant mother and her child or feeling discouraged should their work not produce the expected outcomes. This is a valuable lesson for students to learn. Gibbs’ model offers an easier way to evaluate the methods and analysis will give clear indication as to areas for potential future changes.

Queen Margaret University ‘Reflection’ Article: When considering the fact that midwifery is one of the most difficult professions and involves a great deal of complex decision making, self-report and reflection are indispensable strategies to achieve and maintain high standards of practice.

Tasks conducted on the expectations of benefits are fulfillment oriented, how does one gain from the activity being done. This is the concept of reflection. It is a cross-connection between doing and seeing what has been done in the doing. Different people and situations will create different self-reflection about the tasks done. Proper reflection will result in learning from past experiences. If the activity is conducted, the result is passed, and there is no lesson learned from the result, then the activity is a wasted effort. Reflection is what can turn this result into a learning experience with the result providing a future reference.

3. How to Develop Effective Reflective Writing Models

Using headings: These can be developed after the completion of the piece and act as a way of breaking the writing into manageable chunks, which can also aid the writer to stay on topic. E.g. an exploration of the event or X concept and an analysis of my behavior in relation to X. This will also help future students when writing similar pieces.

Purpose: It may be beneficial for the student to write down their aim, with it being something like, ‘I want to produce a reflective piece that examines an event regarding X, and using theoretical concepts, identify and discuss my behavior and the behavior of others involved, showing a professional and deep understanding of the concept.’ This can be something to keep referring back to, as to not lose direction and produce work that is off topic or too descriptive.

Staying clear of descriptive writing: This is a common error in reflective writing. The student is required to reflect on a past event using theory and this can generate a lot of descriptive writing. One simple tip can be to write the question at the top of the page and also write what question you’re answering. E.g. Question: How does this relate to interpersonal communication and use of self? Answer: The answering of the phone showed a lack of empathy and a poor use of silence. Descriptive writing is important in the fact that a student needs to recount events, perhaps in a case study, but it is identifying when it is time to theorize, that is the important part.

Developing an effective reflective writing model is a challenge. It is a process of trial and error, in that a model is developed, implemented and refined through constant critique and further development. Like reflective practice itself, this is a continuous cycle. However, there are certain tips and pointers that can be given in order to aid the process.

4. Examples of Successful Reflective Writing Models

Examples of successful reflective writing models reflect the realization of the writer to connect past experiences with future outcomes and improve in professional and personal situations. Erik and Joan Hanson (1987) reveal beneficial conversation with experts, or someone who has deeply understood the experience is necessary to determine progression. This is evident in a Hospice nurse’s reflection in Gibb’s work (Hanson, E & Hanson, J 1988). It would be useful to clearly suggest the necessity for improvement. Pete is an example of this, demonstrating an adequate understanding of his feelings, awareness and motivation to improve (Johns 2000). This will guide the nursing profession in the future and derive learning from past experiences to improve identified problems. Often the motivation to learn is guided by a problematic situation within the care delivery (Lathlean, J & le May, A 2002). An oncology patient’s diary detailed a student nurse’s inability to gain trust as she moved to gain a sociological understanding perspective. This was a turning point that motivated movement to learning more effective empathetic communication. McCluskey’s research identified the learning experience was of great importance to moving the nurse forward to rectify a problem and improve the situation for a similar client in the future (McCuskery, S 2003). A valuable model was developed in a case analysis of a lady who had suffered a stroke; comparison of the ideal outcome and identified mistakes led to discovery of a better treatment method for similar patients in the future (Price, B & Harrington, S 2001).

5. Conclusion: Implementing Reflective Writing Models for Personal Growth

Reflective writing is an intricate process that can build up a person’s internal thoughts and ideas, allowing deep meaning and substantial purpose. Many reflect on what has happened in order to improve and even change certain aspects of the future. Implementing models for reflective writing such as “Gibbs” Cycle and “Johns” Model have a significant effect on the depth of reflection an individual partakes. They provide a clear and concise method of reflection which includes an experience or description, thought and feeling, an evaluation of the event, and an analysis of what was learned and finally one’s conclusion and what could be done if the event reoccurred. By following stages of these models in professional practice, a nurse is able to use critical thinking throughout the reflection process. This enables them to think logically about an event and structure it in a way that makes reflective thought and change much easier to achieve. Using a model is also beneficial for those who have trouble with written expression. It provides more guidance and structure to what the individual should write, in what ways they should think, and when certain points should be considered. This, in turn, will make their reflections more efficient and will eventually require less dependency on the model to achieve the same depth of reflection. By increasing efficiency and depth of reflection, individuals are likely to improve their clinical decision making and do so with more confidence. This has been argued to directly impact the quality of care, as a nurse who is confident and makes rational decisions will prevent errors in care that are the result of quick decisions and their subsequent doubt.