Reflective Writing

Unit 1st
 Reflection
• "Reflection" generally means thinking deeply or carefully about something or
the bouncing back of light or sound from a surface, depending on the context.

• In simpler terms, reflection in nursing goes beyond just thinking. It's a process
that can help nurses and other professionals learn from their experiences. It
involves looking back at what happened during their work, thinking about it,
and figuring out what went well and what could be improved. This information
is then used to make positive changes in how they work in the future.

• Reflection also means being open to having others look at how you work and
being willing to accept feedback and criticism. It's not just about thinking in
your head; it's also about how you feel and the actions you take.

• Most importantly, reflection in nursing is about having the motivation to keep

improving and learning from your experiences. It's a way to look at yourself
critically and figure out how to do better in your job.
 Models of Reflection
1. Gibbs' Reflective Cycle: This model encourages a structured approach to
reflection by dividing the process into six stages. For example, if a nursing
student is reflecting on a challenging patient interaction, they might describe
the situation, explore their feelings, evaluate their actions, analyze what went
well or wrong, draw conclusions, and plan actions for future interactions.

2. Kolb's Experiential Learning Cycle: This model focuses on learning from

experience and consists of four stages. For instance, a teacher reflecting on a
lesson that didn't engage students might first recall the experience, then analyze
what worked and what didn't, conceptualize new teaching methods, and finally
experiment with these methods in the next class.

3. Boud's Model of Reflection: Boud's model asks three key questions: What? So
what? Now what? To illustrate, a social worker might reflect on their response to a
challenging case. They may first describe the situation, explore the impact of their
actions (So what?), and then plan changes or strategies for future similar cases
(Now what?).
 Models of Reflection

4. Schön's Reflective Practice Model: Schön distinguishes

between reflection-in-action and reflection-on-action. For
example, a business manager may reflect-in-action during
a critical meeting, adjusting their strategy as the meeting
unfolds. Then, after the meeting, they reflect-on-action to
further refine their approach for future negotiations.

5. Mezirow's Transformative Learning Theory: Mezirow's

model focuses on transforming one's perspective and
assumptions through critical reflection. For instance, a
person might reflect on their cultural biases and, through
deep self-examination, come to recognize and change
their preconceptions about other cultures.
 What is Reflective Writing
• Reflective Writing is a form of writing that
encourages individuals to explore and express
their thoughts, feelings, and experiences about
a particular topic, event, or situation. It is often
used in academic and personal contexts to
encourage self-awareness, critical thinking, and
personal growth. Reflective writing goes
beyond merely describing an event; it requires
individuals to analyze and contemplate their
own thoughts and reactions, providing insights
and lessons learned
 What is Reflective Writing
• Reflective writing is the process of creating a narrative that
combines your thoughts and insights from your experiences. It's a
way to pull together what you've learned and felt, resulting in a
reflective story. This can be useful for assignments, articles,
portfolios, or personal reflection.

• Before writing your narrative, you should be aware of the criteria

used to assess it. These criteria can come from external sources,
like assignment instructions or publication guidelines, or you can
set them for personal reflection.

• One common mistake in reflective writing is using the wrong

writing style. Students often make one of two errors: using a
traditional, objective, third-person approach or using a stream-of-
consciousness style. Neither is inherently wrong, but it depends on
the context.
Differences: Reflective and Academic/Essay
Academic/Essay Writing: Reflective Writing:
 Subject matter is clearly defined.  Subject matter can be diffuse and ill-
 Usually not personal. structured.
 Often instructor-assigned.  Can be personal.
 Has a pre-set purpose with a precise  Subject matter may be self-determined.
title.  Purpose is more like a guiding direction,
 Ideas come from predictable sources. not a specific title.
 Typically includes a clear conclusion.  Ideas can come from various sources.
 Generally a one-time task.  May not always have a clear conclusion.
 Follows a structured format.  Often part of an ongoing process.
 Writing style is objective, avoiding the  Does not follow a strict structure,
first person. allowing for descriptions and progress
 Intended to represent learning. tracking.
 Product of a thinking process with a tidy  Writing style is subjective and may
order. involve the first person.
 Often for the purpose of learning.
 Involves the process of thinking and
learning, not necessarily structured.
 Main Tenets of Reflective Writing:

1. Self-Exploration: Reflective writing focuses on

exploring your personal thoughts, emotions, and
experiences related to a specific topic or event.
2. Critical Thinking: It encourages critical analysis of
your experiences, enabling you to evaluate them
from different angles and perspectives.
3. Depth and Detail: Reflective writing delves into the
nuances of your experiences, going beyond surface-
level observations.
4. Learning and Growth: The primary purpose is to
facilitate learning and personal growth by identifying
lessons and insights from past experiences.
 Characteristics of Reflective Writing
1. Personal Perspective: Reflective writing is inherently subjective, based
on your unique perspective and experiences.

2. Emotionally Engaged: It often involves expressing emotions and feelings

connected to the experience being reflected upon.

3. Contextualization: Reflective writing places experiences within a broader

context, considering the circumstances and environment.

4. Candidness: It is often candid and honest, acknowledging both positive

and negative aspects of the experience.

5. Description: Begin by describing the experience or situation in detail.

What happened? Where? When? Who was involved?
 Characteristics of Reflective Writing
6. Analysis: Reflect on the experience. Why did it happen? What were your initial thoughts and
feelings? How did you react at the time?

Example: Initially, I felt overwhelmed by the client's specific requirements and tight deadline. I

doubted my abilities and was anxious about meeting their expectations.

7. Evaluation: Assess the experience critically. What worked well? What could have been done
differently? What did you learn from the situation?

Example: Looking back, I realize that my anxiety was unfounded. I managed to meet the deadline by

prioritizing tasks and seeking guidance from colleagues. This experience taught me the importance

of seeking help when needed and trusting in my abilities.

8. Conclusion: Summarize your reflections and draw conclusions about what you have learned or
gained from the experience.

Example: In conclusion, my internship experience taught me valuable lessons in time management,

collaboration, and self-confidence. I now approach challenging tasks with a more positive mindset.
 Format of Reflective Writing:

Reflective writing doesn't necessarily follow a

strict format, but it often includes the following
elements:

• Introduction: Briefly introduce the experience

or topic you will reflect upon.
• Body: Break down your reflection into
sections, addressing different aspects of the
experience.
• Conclusion: Summarize your key insights and
takeaways.
 Types/Forms of Reflective Writing

1. Personal Reflection: Focuses on personal experiences, emotions, and growth.

Often used in journals, diaries, and personal essays.
• Example: A personal journal entry reflecting on a challenging family situation
and the emotions it evoked.

2. Academic Reflection: Commonly used in education to analyze and discuss

academic experiences, such as courses, assignments, or projects.
• Example: An academic reflection paper discussing the learning outcomes of a
research project.

3. Professional Reflection: Applied in the workplace to assess job performance,

identify areas for improvement, and plan for career development.
• Example: A professional reflection report after completing a significant
project at work, highlighting achievements and areas for improvement.
 Use word and phrases to express their own thoughts

• To effectively express your own thoughts in reflective writing, it's important

to use words and phrases that convey your personal experiences, emotions,
and insights. Here are some tips on how to do this, along with examples:

1. Use First-Person Pronouns: In reflective writing, it's acceptable and often

necessary to use first-person pronouns like "I," "me," and "my" to make your
writing more personal. For example:
– Instead of saying, "One may feel anxious during a challenging situation,"
you can say, "I felt anxious during that challenging situation.“

2. Emotional Descriptors: Use descriptive words and phrases to express your

emotions and feelings. For instance:
– "I was overwhelmed with excitement when I received the
acceptance letter to my dream college."
– "The experience left me feeling a sense of deep satisfaction and
contentment."
 Use word and phrases to express their own thoughts
3. Detail and Specificity: Provide specific details and examples
from your experiences to make your reflections more vivid and
relatable. For example:
– "During my volunteer work at the animal shelter, I vividly
remember the sight of the trembling, abandoned puppy that I
decided to adopt."
– "In that challenging project, I faced a tight deadline and an
uncooperative team member, which forced me to take a
leadership role to ensure our success."
4. Thoughtful Analysis: Use words and phrases that reflect your
critical thinking and analysis of your experiences. For example:
– "Upon reflecting on the situation, I realized that my initial
assumptions were misguided, and I needed to approach it from a
different perspective."
– "I assessed the impact of my actions on the team's dynamics and
recognized the need for improved communication."
 Use word and phrases to express their own thoughts
5. Questions and Self-Examination: Pose questions to yourself within
the reflective writing to encourage deeper exploration. For instance:
– "What was it about that experience that triggered such strong
emotions within me?"
– "How did I contribute to the resolution of the problem, and what
could I have done differently?"
6. Transitional Phrases: Use transitional phrases to connect your
thoughts and maintain a coherent flow in your writing. For example:
– "On further reflection, it became clear that..."
– "This led me to consider..."
– "In hindsight, I now realize..."
7. Quotes and Anecdotes: Incorporate relevant quotes or anecdotes
that resonate with your experiences and thoughts. For instance:
– "As Maya Angelou once said, 'I've learned that people will forget
what you said, people will forget what you did, but people will never
forget how you made them feel.' This quote deeply resonates with
my own experiences."
 Use word and phrases to express their own thoughts
8. Metaphors and Imagery: Employ metaphors and vivid
imagery to convey the depth of your reflections. For
example:
– "The weight of that decision felt like an anchor,
tethering me to my past."
– "My mind was a whirlwind of conflicting emotions, like
a storm gathering on the horizon."
9. Personal Growth and Learning: Express how your
experiences have contributed to your personal growth
and learning. For instance:
– "Through this journey, I've come to realize that
resilience is built through adversity."
– "This experience has been a catalyst for my self-
awareness and personal development."
 Using words and phrases to express their own thoughts
 Expressing Clarity: – "I thought deeply about..." – "It can be attributed to..."
– "It's evident that..." – "I felt a mix of emotions,  Planning for the Future:
including..." – "In my future endeavors, I
– "Clearly, I can see that..."
– "I discovered through plan to..."
– "Without a doubt, I realize
introspection that..." – "To address this issue
that..."
 Feedback and Learning: next time, I will..."
 Expressing Confusion:
– "The feedback I received – "My strategy moving
– "What baffles me is..."
shed light on..." forward involves..."
– "I'm struggling to make
– "This learning experience  Explaining Goals:
sense of..."
has taught me..." – "To achieve my goals, I
– "I find it perplexing that..."
– "From the constructive need to..."
 Reflecting on feedback, I gathered – "My overarching objective
Success/Failure: that..." is to..."
– "One of the successes I – "I'm working towards..."
can pinpoint is..."
– "On the flip side, a
significant challenge
was..."
– "A highlight of the
experience was...“  Causality:
– "This occurred
because..."
 Indicating Thoughts and – "The reason behind this
Feelings: was..."
Why is reflection especially important for medics
 It combines what you learn in theory with real-world
practice.
 It helps medical professionals handle complex and
unclear situations.
 It's a part of learning that focuses on students,
research through action, and practical experience.
 It offers a different approach than traditional
teaching, which is based on clear rules and methods.
 It involves learning from errors, being compassionate
to patients, making difficult choices, appreciating
different cultures, improving teamwork, and looking
after one's own well-being.
 Why is reflection especially important for medics
 Developing Future Professional Skills: It helps in improving skills that
will be crucial in your future professional life. This includes dealing with
complex issues that lack a perfect solution.
 Framing Problems: It teaches you to understand the importance of
defining a problem before attempting to solve it. In other words, it's essential
to clearly identify what you're dealing with.
 Self-Reflection: Reflective writing encourages you to step back from your
own actions and attitudes. It allows you to question and evaluate your
behavior and beliefs, promoting personal growth and self-awareness.
 Different Perspectives: It underscores the idea that problems or
situations can be seen in various ways, depending on one's point of view. This
awareness fosters empathy and better decision-making.
 Critical Thinking: Reflective writing prevents quick conclusions. It
encourages critical thinking by considering all possible outcomes before
making a judgment.
 Analyzing a Reflective Text
• Reading and studying reflective writings is a crucial part
of learning how to write reflectively. This means
looking at examples of reflective writing to understand
how they are structured, the way they are written, and
how deep they explore their own thoughts and
feelings. For instance, you can read a reflective essay
about someone's personal growth during a challenging
internship or a journal entry about an important life
event. By doing this, you can learn from how others
express themselves effectively in this style of writing.
• Let’s analyze some of the reflective texts in the next
slides:
 Extract 1 –
male
• Meeting a man living with HIV and listening to him
discussing his illness really shocked me and made me
remember the reason why I chose to become a doctor.
This experience helped me when I met a girl with cystic
fibrosis….. the girl said that she knew there was not
much time left for her and there was not a lot doctors
could do for her. This made me feel angry and sad
because I really wanted to help her but I knew I
couldn’t.
 Extract 1 – male
(contd)
• The GMC states that doctors should be able to

understand the impact of illnesses on patients and their

families – these two experiences have certainly given me
a small insight into the value of life and the impact of
illness on patients and loved ones. I hope in future
practice I will not forget this lesson and ensure that I
always have time for patients and that I will treat them as
people and not as illnesses
 Extract 2 –
female
• On my first shift I showed up in an oversized uniform,

without a pen, and without a clue as to what was

expected of me! However, knowing how important it is to
recognise my personal and professional limitations, I
asked for help at every opportunity possible and was
surprised at how willing staff were to help me despite
being so busy. Reflecting on the experience showed
me that at first I was not much use at all to anyone,
 Extract 2 – female
(contd)
• however, the more the team helped me, the more I was

able to help the team. I now confidently carry out the

role that is expected of me and do everything I can to
help others when they are unsure of things. I can now
really see how important team work is in the medical
setting and how valuable each member of the team is.
 Extract 3 –
female
• My most significant experiences of working with others

and of personal development have been continued

exposures to patients in community settings and even
more so at work. I find most patients easy to
communicate with but have encountered more difficult
scenarios with people who are frightened, uncooperative,
angry or mentally ill. I am more confident in handling
these situations but continually find it difficult on the wards
where patients are often older or more ill.
 Extract 3 – female
(contd)
• It was especially difficult over Christmas with patients who

clearly just wanted someone to talk to and who would

become tearful and tell me how lonely they were. It
always stays with me long after the shift. Short of
talking or holding a hand, I feel pretty hopeless, then
guilty for having to walk away and go to the next patient.
I’m sure I will experience this to a much greater extent
as a doctor and I will continue to be aware of it and try to
find how I personally will cope with it.
 Extracts from a poorer
model:
• Reflection and analysis
• …However, as in Peninsula, much self-Directed Learning is
required, and in most of my time available, I would study and
revise past topics on my own, and would go to the library to
study with some of my course mates sometimes. I understand
that becoming more interactive while studying sets your mind
to critical thinking, as when we share information, our brains
does not just absorb, but also becomes more engaged as to
judge the accuracy of the information
 Extracts from a poorer model
(Contd)
• I have been carrying out individual learning most of time
which I feel need to be balanced by doing more collaborative
learning. Often in collaborative learning, I will seek the same
partner constantly. I feel that this may not be the best as by
pairing up with the same partner, he or she would only spot a
mistake while maybe others would spot many more. This has
an advantage as well, as the same partner would see the
improvements and would follow up if I did not correct my
previous mistake.
 Extracts from a poorer
model
• Reflection and analysis
• …However, as in Peninsula, much self-Directed Learning is
required, and in most of my time available, I would study and
revise past topics on my own, [D1] and would go to the library
to study with some of my course mates sometimes. I
understand that becoming more interactive while studying sets
your mind to critical thinking, as when we share information,
our brains does not just absorb, but also becomes more
engaged as to judge the accuracy of the information.[D2]

• [D1]The Q is WHY ?
• [D2]Could be more clearly expressed – is it just
ACCURACY of info that is at issue ?
• I have been carrying out individual learning most of time
which I feel need to be balanced by doing more collaborative
learning. Often in collaborative learning, I will seek the same
partner constantly.[D1] I feel that this may
not be the best as by pairing up with the same partner, he or she
would only spot a mistake while maybe others would spot
many more. This has an advantage as well, as the same partner
would see the improvements and would follow up if I did not
correct my previous mistake. [D2]

• [D1]The question is WHY? The underlying psych reasons

need to be explored
• [D2]Unclear – needs to be more clearly thought out. Is
he/she saying that actually it isn’t really a problem to keep to
the same partner? Clearer thinking needed
• After evaluating reviews and feedbacks given by peers and
tutors, I realised XYZ had improved my confidence
and ability to communicate effectively. Nevertheless, there are
always rooms for improvement [D2] and I will continue to
work to improve my communication skills[D3] . I also received
some constructive feedback [D4] from my PBL group members
and tutors. One of the feedbacks which I am targeting to
improve is relating [D5] more previous case studies in the
current case study unit
• [D2]What exactly ?
• [D3]How specifically ?
• [D4]What exactly ?
• [D5]Relating it to what ?
Strategies to help with Reflective Writing:
 Write your diary entries immediately after the
activity/ visit, then reflect and write a comment
a few days later
 Explain your feelings in relation to your
strengths, capacities, fears, weaknesses and
biases
 Suggest alternative actions you might have taken
(or might take next time) to improve the activity/
visit and make it a better learning experience
 Using a Basic Level of Reflections

• Level 1 - Descriptive Reflection (What happened?): At this

level, you simply describe what happened in a straightforward
way. You talk about the facts and events without getting into
how you felt or why it matters. For example, if you were in a
group project, you'd list the tasks you did, the meetings you
attended, and the deadlines you had to meet.

• Level 2 - Dialogic Reflection (So what?): At this level, you not

only describe what happened but also think about your
feelings and thoughts related to the experience. You explore
why the experience matters to you and how it made you feel.
In a team project, you might discuss how the project affected
you emotionally and intellectually, helping you understand its
impact on you.
 Using a Basic Level of Reflections

• Level 3 - Critical Reflection (Now what?): This is the

highest level of reflection. It goes beyond just describing
and exploring. It involves deep and critical analysis of
the experience. You consider the situation from different
angles, and it often leads to changes in your thinking,
behavior, or future actions. In a team project, critical
reflection could involve assessing what worked and what
didn't, analyzing what could have been done better, and
thinking about how you'll approach future projects
differently based on what you've learned. It's about
learning and growing from the experience.
Thank You