NMIH303 DIARY ENTRIES & REFLECTION 代写

FOR USE IN NMIH303 1ST ASSIGNMENT – DIARY ENTRIES & REFLECTION Reflective Process Rolfe, Freshwater and Jasper (2002, p. 4 of 5) provide a framework (see below) using Borton’s (1970) developmental model. Through asking ourselves three questions, namely ‘what?’, ‘so what?’, and ‘now what?’, we can stimulate a reflective process that moves us from novice to advanced levels. § Level  1  involves reflecting on the situation to describe what happened. § Level  2  asks for the situation to be considered in the context of personal theory and knowledge about what happened to learn from it (References) § Level  3  reflects on action and suggests ways of improving the situation including reflecting on the consequences of those actions. Rolfe, Freshwater and Jasper (2002, p. 4 of 5) consider level 3 reflective practice allows the greatest contribution to changed practice. Level 1  Level  2 Level 3 Descriptive level of reflection Theory - and knowledge - building level of reflection Action-orientated (reflective) level of reflection What? … … is the problem/difficulty/ reason for being stuck/reason for feeling bad/reason we don’t get on/etc., etc.? … was my role in the situation? … was I trying to achieve? … actions did I take? … was the response of others? … were the consequences · for the patient? · for myself? · for others? … feelings did it evoke · in the patient? · in myself? · in others? … was good/bad about the experience? So what? … … does this tell me/teach me/imply/mean about me/my patient/others/our relationship/my patient’s care/the model of care I am using/my attitudes/my patient’s attitudes/etc., etc.? … was going through my mind as I acted? … did I base my actions on? … other knowledge can I bring to the situation? · experiential · personal · scientific (DISCUSS EVIDENCE FROM LITERATURE HERE) … could/should I have done to make it better? … is my new understanding of the situation? … broader issues arise from the situation? Now what? … … do I need to do in order to make things better/stop being stuck/improve my patient’s care/resolve the situation/feel better/get on better/etc., etc.? … broader issues need to be considered if this action is to be successful? … might be the consequences of this action? Rolfe, G, Freshwater, D & Jasper, M 2002,  Critical reflection  for  nurses and the helping professions:  a  user’s guide,  Nursing Standard ,  London, viewed 15 December 2009. Assessment 1 Reflective Portfolio • Read Assessment task details and marking guide in the folder on Moodle • The portfolio is a personal account and words such as “my’ ‘I” can be used, however it is still to be a formal, academic writing style. • The diary entries are not counted in the word count or marked, it is to give the reader insight into the experience that you had. They will remain private and confidential documents. • Being in third year now there is an expectation that you will investigate in more depth and move beyond writing at the level of description (Level 1). This means that you will have consulted more evidence and more references than you would have used when working in second year. • Not all of the suggested elements of the reflective model will apply in all situations. Use the ones that do, and do not try and meet the ones that don’t. • You can use headings eg Diary entry 1, level 1, level 2, level 3 etc • Include a brief succinct introduction then commence diary entries/reflection and end with a brief conclusion. • Please post assessment questions in the forum on Moodle and these will be answered promptly during business hours.