The document discusses reflective writing, detailing its role in enhancing experiential learning, evaluating practices, and promoting critical thinking. It describes Gibbs' reflective cycle and outlines various tasks to develop reflective skills through analysis, evaluation, and integration of experiences. It emphasizes the importance of personal action plans for future improvements in practice.

1. Reflective writing
Jill Wilson September 2009

2. From Samuel Johnsons dictionary
(born 18th
September 1709 - 300 yrs ago today)
Reflective:
• Considering things past
Practice
• Habit, use, dexterity

3. Reflective Practice
“….those intellectual and affective
activities in which individuals engage to
explore their experiences in order to lead
to new understandings and
appreciations”.
(Boud et al., 1985)

4. Gibbs Reflective Cycle

5. Reflective Writing: role and functions
• To maximise the effectiveness of experiential
learning
• To evaluate one’s practice
• To promote critical thinking
• To facilitate the integration of theory with practice
• To generate theory
• To evaluate a learning activity
• To demonstrate that learning has taken place

6. Reflective writing: description
• What were the significant background factors
to this experience?
• Describe the experience
– Sequence of events
– Actions
– Observations
• What essential factors contributed to the
experience?

7. Reflective Writing: analysis
• What were the consequences of my actions?
• How do I feel about the experience?
• What factors influenced my decision and
actions?
• What knowledge influenced my decision and
actions?

8. Reflective Writing: evaluation
• What went well; what went badly?
• Could I have dealt better with the situation?
• What other choices did I have?
• What would have been the consequences of
acting on these other choices?

9. Reflective Writing: new perspectives
• What have I learnt from this experience?
• How has this experience affected my thinking?

10. Reflective Writing: integration
• How does what has been learnt by the
experience relate to theories and concepts
already held?
• What research is indicated and what relevance
may this have?

11. Reflective Writing: action plan
• How should I change my practice?
Behaviour
Standards, procedures
• Should I suggest changes in policy?
• What constraints may exist?
Review changes and their effects!

12. Task 1
• Read the description of a series of clinical
encounters with a patient written by a GP
• Identify (mark the sheet) 3 or 4 places where
you think the writer could have reflected upon
the experience
• Choose one of these and make some notes on
the kind of things they could have written

13. Task 2
• Now read the reflection on the same series of
clinical encounters
• Underline in red examples where the writer has
included reactions or feelings
• Underline in blue examples where the writer has
analysed or evaluated the experience
• Underline in green examples where the writer
has suggested plans for learning as a result of the
experience

14. In conclusion
Personal action plans
• What will you do differently in this type of
situation next time
• Read,
• Research,
• Apply

15. Want to read more?
Guide to reflective writing
• Pdf from KSS Deanery
Reflective practice, writing and professional
development
• Gillie Bolton