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Nursing Question
Describe a clinical practice issue. Critically analyse material (including relevant research articles) to support an argument for how an understanding of adult learning theory may assist the facilitation of practice development within a clinical context. How might the role of facilitation assist when approaching this practice issue?
Nursing Solution
INTRODUCTION
In my personal experience, I tried to give a good introduction to my presentation. I have timely organized and well presented in the group. As an ice breaker, I called my name and my favourite. I have explained all the terminology clearly and well elucidated. The clarity of my presentation found to be precise. I have attended to manage everybody attention. I have shown very great enthusiasm. I have provided the solution according to the listener’s view. I tried to give a clear and precise conclusion. By facilitating the group, I learned about the basic idea of facilitation.
Within the framework of the healthcare setting, depending on the theoretical perceptions of earlier learning, reflection has been identified as the active development by evaluating and reviewing experiences to communicate future actions. An authorized reflective practitioner continuously reflecting on experiences is accomplished of reflecting, progressively erudition from experience to gain forthcoming actions. The objective of this work is to create consciousness on the relevant reflection in health care settings and to explain fleetingly a structured operation strategy used to build up reflective application skills in the Australian health care settings. The preparatory reflective practice has been attained in large scale in healthcare in such a manner that the advantages of being a professional in reflective practice are well substantiated in many fields of healthcare such as medicine, pharmacy and most significantly nursing(Jasper, 2015). Constantly making decisive ideas and reflection can enhance the quality of care, stimulate professional and personal improvement and bond space among practice and theory. In fact, it has been recommended that reflecting from specialized experiences, rather than getting educated formally, may provide an important source of personal qualified all-round improvement(DiRocco & Day, 2011).
So, reflection is a basic element in the guidelines of Australian Health care for promoting reflective practice within the field of health care setting. Additionally, learning and reflection from clinic-based activities while training students have been found to be beneficial. Nonetheless, expert exploration with respect to the reflection within this setting of healthcare and the best way of improving reflective skills among students is very much restricted (Dearnley, et al., 2012). Having said that proficient skills of reflection could finally lead to vigorous practice, it is paramount of the importance of reflection under careful analyses of strategies promoting improvement among the practical reflective group of individuals(DePlacido, 2010).
REFLECTION: THEORY AND PRACTICE
Within the strategies, trained in the Australian Healthcare setting program, the reflective forms of practices from Kolb (Kolb, 1984 and Gibbs, 1988) are shown, and the significance of integrating these reflective forms into job oriented procedure is demonstrated. The method of reflection on a work-oriented surrounding with the help of the practising form of Kolb is endorsed among the scholars to communicate them to be active in self-learning and to improve autonomous clinical and proficient practice. Nevertheless, in making the students be confident practising individuals, the conventional aids like textbooks, lectures and University-based debates are not likely to make them fully prepare for health care settings(Levett-Jones, 2013). Only through experience, feedback and practice on a framework to guide the reflective process, reflective skill improvement and achievement can mostly be attained. The health care setting curriculum is one of the Health and Social Care programs (include dentistry, medicine, nursing and social work) included in the partnership projects of the Assessment and Learning in Practice Settings (ALPS) (Jasper, 2015). One advantage of the ALPS partnership was the electronic multi-professional assessment tool development consisting of structured practising exercises founded on these core competencies (Muir & Laxton, 2012). For each of these competencies, there need to be ten sections to be completed. Sections one and two meant for the group to record an experience at the beginning; the third and fourth sections for the group to register the feedback from the service user; the fifth and sixth sections for registering feedback sourced from a fellow-student; the sections seventh and eighth for registering feedback from an expert practitioner, especially their assignment lecturer from a relevant field of profession. This structured evaluation tool has been applied by a group of students. This tool is accessed through a PC from which all the sections can be downloaded into an e-portfolio of the student on a site with password protection. The University lecturer can consider the assessments and send ongoing feedback with respect to the reflections to the students. This tool has been assessed across the ALPS partnership (Dearnley et al., 2012).
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