(Identifying outcomes)
Reflecting helps you to clarify what you have studied, integrate new knowledge with previous knowledge, and identify the questions you have and what you have yet to learn. .
Reflecting on mistakes can help you avoid repeating them. At the same time, reflecting on your discoveries helps identify successful principles to use again.
Many learners go through university with a passive approach to learning. Such learners engage with the learning process by accepting information that is presented to them. They often do not consider learning as a skill. Taking an active approach will help you develop your process of learning (making it easier and quicker). Such learners recognise the contestable nature of information that is presented to them. They often engage with activities, quizzes and further research to build their own understanding and viewpoint. That is a winning idea for any student.
For lots of professions, reflective practice is an important part of the job. This is valuable in many, if not all professions and is valuable for helping you continue to identify and build your professional skills development.
The table above is adapted from The Learning Centre, University of New South Wales ( 2013 )
A journey of self-discovery through the written word.
In the realm of writing, reflection is a powerful tool that allows writers to delve deep into their thoughts, emotions, and experiences. Reflective essays serve as a platform for introspection and self-discovery, enabling individuals to explore their innermost feelings and perspectives on a particular topic or event. Through the art of reflection, writers can examine their past actions, analyze their growth, and gain valuable insights that contribute to personal and professional development.
The process of writing a reflective essay involves more than just recounting events; it requires a thoughtful examination of one’s thoughts and feelings surrounding those events. By articulating their thoughts in a structured and coherent manner, writers can gain clarity, insight, and understanding of their experiences. This introspective exercise not only enhances self-awareness but also encourages critical thinking, empathy, and emotional intelligence.
As writers navigate the intricate terrain of reflection, they embark on a journey of self-exploration and self-expression. Through the written word, individuals can articulate their innermost thoughts, fears, joys, and struggles, creating a narrative that is both personal and universal. By sharing their reflections with others, writers foster dialogue, connection, and understanding, creating a unique space for empathy, growth, and solidarity.
Reflective writing is a form of writing that allows individuals to explore their thoughts, feelings, and experiences. It involves looking back on past events or situations and analyzing them to gain insight and understanding. Reflective writing is often used in academic settings to encourage students to think critically and reflect on their learning process.
When engaging in reflective writing, it is important to be honest and open about your experiences. You should consider how you felt at the time, what you learned from the experience, and how it has influenced your thinking or behavior. Reflective writing can help you gain a deeper understanding of yourself and your personal growth.
Reflective writing is a form of personal, introspective writing that explores and analyzes thoughts, experiences, and emotions. It involves looking back on a particular event or experience, reflecting on how it affected you, and considering what you’ve learned or gained from it. Reflective writing often involves a deep level of self-awareness and critical thinking.
Through reflective writing, individuals can gain insight into themselves, their actions, and their relationships. It can be a powerful tool for personal growth, self-discovery, and learning. Reflective writing can be therapeutic, helping individuals make sense of their experiences and emotions.
A reflective essay offers numerous benefits for writers and readers alike. Here are some key advantages of writing a reflective essay:
Overall, the act of writing a reflective essay can lead to increased self-awareness, personal growth, and improved communication skills.
Reflective writing allows for personal growth and development by providing a space for self-exploration and introspection. Through the process of reflecting on our experiences, thoughts, and emotions, we gain a deeper understanding of ourselves and the world around us.
By engaging in reflective writing, we can identify patterns in our behavior, uncover hidden motivations, and gain insights into our strengths and weaknesses. This self-awareness is essential for personal growth, as it enables us to make informed choices and take intentional action towards our goals.
Moreover, reflective writing encourages us to learn from our experiences and mistakes, fostering a growth mindset that embraces challenges and setbacks as opportunities for learning and development. It helps us develop resilience, adaptability, and emotional intelligence, all of which are crucial for personal growth and success.
In conclusion, personal growth and development are central to the practice of reflective writing, as it allows us to cultivate self-awareness, learn from our experiences, and navigate life’s challenges with wisdom and resilience.
Step 1: Select a Topic
Choose a topic that reflects on your personal experiences or emotions that you wish to explore and reflect upon.
Step 2: Brainstorm Ideas
Reflect on the topic and jot down key points, memories, and emotions that you want to include in your essay.
Step 3: Create an Outline
Organize your thoughts and ideas into an outline to structure your essay. Include an introduction, body paragraphs, and a conclusion.
Step 4: Write the Introduction
Start with an engaging introduction that captures the reader’s attention and introduces the topic of your reflection.
Step 5: Develop the Body Paragraphs
Elaborate on the key points and experiences in the body paragraphs. Include concrete examples and details to support your reflections.
Step 6: Reflect on the Experience
Reflect on the significance of your experiences and emotions. Analyze how they have impacted you and what you have learned from them.
Step 7: Write the Conclusion
Summarize your reflections and insights in the conclusion. Reflect on how the experience has shaped your thoughts and actions.
Step 8: Revise and Edit
Review your reflective essay, revise for clarity and coherence, and edit for grammar and punctuation errors.
Step 9: Seek Feedback
Share your reflective essay with peers, instructors, or mentors for feedback and suggestions for improvement.
Step 10: Finalize Your Essay
Make final revisions based on feedback and polish your reflective essay for a compelling and insightful piece of writing.
When starting a reflective essay, the first step is to choose a topic that resonates with you and allows for introspection. Consider events, experiences, or emotions that have had a significant impact on you. Reflect on moments of growth, challenges overcome, or lessons learned.
Once you have selected a topic, start brainstorming to generate ideas for your essay. Jot down key points, memories, and thoughts related to your chosen topic. Consider how the experience made you feel, what you learned from it, and how it shaped your perspective.
Brainstorming allows you to explore different angles and details of your chosen topic, helping you to delve deeper into your reflections and craft a well-rounded essay that captures the essence of your thoughts and emotions.
When structuring a reflective essay, it is important to carefully outline the different components to ensure a clear and cohesive piece of writing. Here are some key elements to consider:
1. Introduction: Begin your essay with an engaging introduction that sets the stage for your reflection. Provide some context for the experience or event you will be reflecting on.
2. Body: The body of your essay should include detailed reflections on the experience. Share your thoughts, feelings, and insights on the situation, and provide examples to support your reflections.
3. Analysis: After sharing your reflections, take some time to analyze the experience. Consider what you have learned, how it has impacted you, and what changes it has brought about in your thinking or behavior.
4. Conclusion: Conclude your essay by summarizing your key reflections and insights. Reflect on the significance of the experience and any lessons you have learned. Leave the reader with a final thought or reflection.
By following these guidelines, you can create a structured and thought-provoking reflective essay that effectively communicates your reflections and insights.
Here are some examples of reflective essays:
These examples provide insight into the reflective essay process and can inspire you to explore your own experiences through writing.
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Collecting evidence, models of reflection.
"It is not sufficient to have an experience in order to learn. Without reflecting on this experience it may quickly be forgotten, or its learning potential lost".
(Gibbs, 1988, pg. 9)
Reflective writing is basically evidence of reflective thinking.
In an academic context, reflective thinking usually involves:
Reflective writing is more personal than other types of academic writing. We all think reflectively in everyday life, but probably not to the same level as is expected in good reflective writing at college.
Reflective writing is a way of processing your practice-based experience to produce learning. It has two key features:
Identify important aspects of your reflections and write these using the suitable theories and academic context to explain and interpret your reflections. Use your experiences to evaluate the theories - can the theories be adapted or improved to be more helpful for your situation?
You might include a plan for next time identifying what you would do differently, your new understandings and unexpected things you have learnt about yourself.
• You can write in the first person when you are reflecting. That is, you can include yourself (I, me, we) in your writing when you are communicating personal opinions, experiences or observations
• When you are referring to theory or other writers you should write in the third person. That is, refer to other writers by name and try not to use I, me or we
• The actions (verbs) when you reflect are usually those of feeling and thinking e.g. feeling, felt, experienced, remembered, discovered, learned
• Do not use slang, contractions (it's, don't I'll) or note-taking abbreviations (i.e., e.g., etc.)
• Do reference your sources . It is not free writing
• Remember to use careful structure, paragraphing and good grammar, spelling and punctuation
► Reflection is a useful process even if you have not been set a specific reflective assignment. It helps you to make sense of and learn from your experiences in order to develop and improve in the future
► It involves thinking about an experience you have had and seeking to make sense of it in order to learn
► It is often about improving the way you work or learn – or the way something is done - Looking back in order to move forward !
There are two sources of evidence which need to be used in reflective writing:
1. Your reflections form key evidence of your experiences . Keep notes on your reflections and the developments that have happened during the process
2. Academic evidence from published studies and theories to show how your ideas and practices have developed in the context of the relevant academic literature.
Atkins and Murphy - Model of reflection (1994)
Gibbs - Reflective Cycle (1988)
Johns - Model of reflection (1994)
Kolb - Reflective cycle (1984)
Schön - Reflection-in-action / Reflection-on-action (1991)
Gibbs' Reflective Cycle (1988) which is one of the most famous models of reflection was designed to give structure to learning from experiences. Offering a framework for examining experiences, with its cyclic nature it lends itself well to repeated experiences, allowing you to learn and plan from things that went well or indeed didn’t go well.
It involves 6 stages:
Reflective thinking is essential for success in unpredictable and complex situations such as working in healthcare. Reflective thinking helps you to:
You will be asked to think reflectively when completing assignments that draw on your experience in the workplace, or when considering your own skills and experience and where you might need to develop. Being able to think reflectively is an important transferrable skill that will help you to showcase your learning to the programme team, but also provide the skill of being a reflective healthcare practitioner.
Reflection will enable you to consider aspects of your practice in depth. By using a structured approach, you will be expected to describe and critically analyse an incident which is significant to your learning. Reflection is an important stage in effective learning and reflective practice is an integral part of continuing professional development (CPD) for health care professionals. Successful reflection enables self-awareness, personal and professional growth and it is important to develop these skills as a healthcare professional. A reflective account documents the way you have thought about and experienced a particular event or experience.
In all cases reflection is an active process that involves reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Reflective skills can include the ability to be:
In a clinical working environment, this process should be continuous or cyclical, i.e. actions continually reviewed in light of most recent developments but may also be sparked by a particular event or experience.
You will also have access to resources from your regulator (GPhC, HCPC or NMC) on the role of reflection and revalidation which will help you link reflective practice to your registration. If you are a member of your professional leadership body (e.g. RPS, RCN, CoP, CSP) they often have resources you can also access to support your development.
Be prepared to:
Reflective questions to ask yourself
Consider the following
Keep comparing theory to practice and exploring the relationship between the two
Assignments involving reflective thinking often ask you to refer to both relevant theories , evidence and your own experiences , but what does this mean? Academic theories and your professional observations are both evidence that you need to use to support your points, but they are different types of evidence:
Academic theories provide a generalised model or framework to help you understand what might be happening in a situation - the reflective model discussed in this section are examples of theoretical models - they gives you a structure to compare your own experiences to and language to help you explain what is happening
Evidence provides a means to compare your understanding of the situation to published evidence to analyse your real-life experiences. These might be papers, journals, books, guidelines or good practice recommendations - evidence is something you can reference to critique your experience against.
Your own experiences are what happens in practice; these may be more complex and richer than the evidence or theories, but it can be harder to see what is relevant. By analsying your experiences using a theory (i.e. a reflective model), you can develop some more insightful explanations for what happened. Also, use your own experiences to interrogate and question the evidence - does it fit what happened? If not, why? Does the evidence only explain part of the story? Does the evidence need to be adapted for different situations?
This video was developed by Cardiff University to help their students develop reflective skills (5 min 19 sec).
This short video (2 mins 42 sec) was produced by the Chartered Institute of Personnel and Development (CIPD) gives a brief introduction to reflective practice.
Reflective writing involves an exploration and explanation of an event. It may feel particularly difficult and more challenging than other forms of academic writing as it involves thinking and writing about anxieties and errors as well as successes in your interactions with an individual or when carrying out a practical task. Try to stand back from the situation and be as objective as possible. Although you are writing about your own experiences and feelings, you need to be as rigorous and thorough as you would be for any other assignment.
Reflective writing is a way of processing your practice-based experience to produce learning. It has two key features:
It is a common misconception that reflective writing is describing an event, it requires much more depth and largely focusses on the analysis of the event/experience/learning/topic. There are some tips in the box on the right about the questions you can ask yourself which encourage reflective thinking. Being about to reflect on your own practice is a key skill as a competent healthcare professional - analysing how you react to situations and the impact they have had on your learning and development are the key aims. When done well, reflective writing can help develop a better understanding of your strengths and weaknesses, challenge your own assumptions and biases to provide better patient care, deal with you own anxieties, support a learning plan and allow you to understand your own values and beliefs.
There are too many topics to list here, but almost any healthcare related experience can be used for reflective writing. Common examples include:
Reflective writing will take many forms throughout the PACE modules and programmes. You should refer to the assessment criteria for the piece of coursework to identify the expectations. Some coursework will be a specific reflective essay or you might need to reflect on a topic/event/experience as a much smaller part of a piece of coursework. Do not forget in professional exams you will also be required to reflect verbally on your learning, experiences and/or performance.
Follow the guidelines for your module. There is likely to be a word limit: you cannot write about everything, so select what will illustrate your discussion best. Remember that most of the marks awarded for your work are likely to be for the reflective insights and not for the description of events, so keep your descriptions brief and to the point.
This model was developed in the 1980's by Graham Gibbs and is widely used because of the clear framework and depth of reflection are well suited to coursework tasks. It has six stages:
However, this model has some disadvantages in that it is introspective and tends to focus on the writer. In some postgraduate study it it necessary to demonstrate critical analysis and reflexive skills in your reflective essay writing. You need to show how you are developing new perspectives and to do this you will need to refer to the available literature. So we have adapted Gibbs by using the work of Atkins and Murphy (1993) to ensure you take a robust academic approach:
Make sure that you read the assignment brief carefully and check with the course handbook to understand what is expected for each individual assignment. If you are unsure, please ask your tutor.
As a large proportion of your reflective account is based on your own experience, it is normally appropriate to use the first person ('I'). However, most assignments containing reflective writing will also include academic writing. You are therefore likely to need to write both in the first person ("I felt…") and in the third person ("Smith (2009) proposes that …"). Identify which parts of your experience you are being asked to reflect on and use this as a guide to when to use the first person.
You will produce a balance by weaving together sections of 'I thought… 'I felt,…' and the relevant evidence in the same section or paragraph. This is more effective than having a section which deals with the evidence and a separate section dealing with your experiences.
Try to avoid emotive or subjective terms. Even though you are drawing on your experiences (and they may well have been emotional), you are trying to communicate these to your reader in an academic style. This means using descriptions that everyone would understand in the same way. So rather than writing, "The patient was very unhappy at the start of the session", it might be better to write, "The patient was visibly distressed", or "The patient reported that he was very unhappy". This shows that you are aware that the patient's understanding of 'unhappiness' may be quite different from yours or your reader's.
When writing about your reflections use the past tense as you are referring to a particular moment (I felt…). When referring to theory use the present tense as the ideas are still current (Smith proposes that...).
Try to move beyond being critical and think about being analytical - use your feelings to ask questions and challenge assumptions, where you can then draw in evidence from the module this will move towards excellence in reflection
Read the example statements below and think about how they demonstrate moving from descriptive to analytical to self-reflective:
Example 1: I identified a prescribing error and asked the doctor to re-prescribe it. They stated I was wrong and the prescription was correct. I checked the BNF and they were right as the BNF I had was out of date. The literature states that 50% of these errors are due to incorrect resources (source).
Example 2: I identified a prescribing error but when I asked the doctor to re-prescribe the medicine, it transpired I was wrong and the original prescription was correct. I was embarrassed that I had not correctly reviewed the prescription and need to remember to use the most up to date reference sources in my practice. I have looked at the literature on prescribing errors and was surprised that 50% of errors are due to incorrect resources (source)
Example 3 : I identified a prescribing error but when I asked the doctor to re-prescribe the medicine, it transpired I was wrong and the original prescription was correct. I was embarrassed that I had made such an error and the doctor appeared frustrated that I had wasted their time. It is important that all prescriptions are checked before administration and it is key in my role to do so thoroughly. I have spent a lot of time building a relationship with the multi-disciplinary team to show my advancing knowledge and I feel this has set back their confidence in me. It is my responsibility to ensure I have the correct resources to do my job well and on this occasion I felt under pressure to give a quick answer. This made me reflect on how external factors can influence the quality of patient care. In analysing prescribing errors I was surprised that 50% of errors were due to incorrect references but following this experience, I understand how they occur and I must safeguard my practice to prevent it recurring (source).
Example 4 : I identified a prescribing error but when I asked the doctor to re-prescribe the medicine, it transpired I was wrong and the original prescription was correct. I was embarrassed that I had made such an error and the doctor appeared frustrated that I had wasted their time. It is important that all prescriptions are checked before administration and it is key in my role to do so thoroughly. I have spent a lot of time building a relationship with the multi-disciplinary team to show my advancing knowledge and I feel this has set back their confidence in me. This made me think about prescribing errors and how 50% of errors are due to incorrect or out of date information sources (source). However, although I recognise that it was part of my role responsibility to ensure I use up to date resources (source), I began to reflect on team relationships and how they impact team function and support. Author (source) explored the hierarchy of MDT membership and discovered that certain professions tend to regard their positions as more senior to others within any MDT. This impacted the ability of team members to questions the actions of other team members. This positional hierarchy seemed to be based on perceived value of qualification; medical qualification being most often seen as the most valuable. The concept of professional value is seen in the work of Author (source) who found that historical professional power had a significant impact on decision making within MDTs, with particular regard to accepting questions on clinical decisions from other team members. I realised that my own position within the team could be perceived, by some, as being less valuable in a prescribing setting. I have decided to speak to my manager and ask her to consider two things: firstly how we can make sure all the team have access to the most up to date information and secondly, how we offer and react to constructive criticism in the clinical setting (source).
NB (source) would be an in-text citation for the relevant reference and a full reference would be given at the end in the Vancouver or Harvard style.
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As our contest comes to a close, we honor both a video and an essay, and hear from students and judges about their experiences participating this year.
By The Learning Network
Our 15th annual Summer Reading Contest received 9,329 entries over the 10 weeks it ran. This week we crown our last collection of finalists, and honor two top winners, Ranvir Sharma , 14, in video and Aarushi Bahadur , 17, for her essay.
Was it worth participating? According to many students, it was. Ranvir, the video winner , called the contest “a good use of my time compared to playing video games or scrolling on my phone.”
But you didn’t have to win to enjoy the challenge. According to Cindy Cristal Alberto Bonetti , “It was a really good experience to read various articles and keep up with what was happening with the world, but I also benefited from the advice given in the guides and resources that turned out to be really helpful and that I will carry with me throughout the rest of my life as a writer. This was a genuinely pleasant way to develop new skills and acquire new knowledge during the summer.”
Many students told us the contest encouraged them to read things they never would have otherwise. Kareena Gunawardana said, “ I found myself looking at all types of articles, from mainstream news to opinion.” And Alice Nadtochiy noted that the contest changed her news-reading habits. Where once she mostly kept up with big events, this summer she started connecting to articles on all kinds of things, including “feet, Ukraine and anxiety.”
Several students welcomed our new 90-second video option. Ms. Gunawardana said that, because she often finds her voice more powerful than her writing, submitting via video “was more enjoyable and I felt it expressed my personality more.” Though one commenter, who wishes to remain anonymous, remarked that while video was a great addition, they “wish you guys would follow more of a pattern in what you were looking for in these videos … I really wished we, as ‘losers,’ could receive feedback. Like when we don’t win anything, we have NO idea what we are supposed to do differently next time.” Anonymous, we hear you, and next year we’ll add to our guide by analyzing why our judges chose the various video finalists they did.
Many students had advice for other participants. Jawaher Korichi wrote, “ I think the most important, and consequently, the most challenging part was finding an article you truly connect with. Once you find a piece that resonates to your heart, the rest all falls into place.”
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Reading is very essential to the entire process, because once one is familiarized with proper reading techniques , they can also improve in other areas such as writing. Through this class, my writing skills have also improved significantly. I have noticed these changes after my improvements in reading concluded.
Use this guide to learn all about reflective essays, including how to write and format a reflective essay and brainstorm ideas.
A reflection is an essay, so provide full, thoughtful responses to the questions in your instructor's prompt. The style and tone of your reflective essay should match the purpose of the overall assignment. This is a personal essay meant to showcase what you learned from the text, event, or experience that you are writing about.
Reflective writing gives you an opportunity to think deeply about something you've learned or an experience you've had. Watch the video below for a quick introduction to reflective writing. The video includes an example of reflecting on practice, but the approach is equally useful when reflecting on theory.
The language of reflective writing. Reflective academic writing is: almost always written in the first person. evaluative - you are judging something. partly personal, partly based on criteria. analytical - you are usually categorising actions and events. formal - it is for an academic audience. carefully constructed.
What is reflective writing? documenting your response to experiences, opinions, events or new information. communicating your response to thoughts and feelings. a way to achieve clarity and better understanding of what you are learning. just conveying information, instruction or argument. pure description, though there may be descriptive elements.
Reflective writing assignments are common across the university. You may be asked to reflect on your learning, your writing, your personal experiences in relation to a theory or text, or your personal experiences in an internship or other type of experience in relation to course readings.
Reflective writing can help you to develop academic skills, better understand a topic you are studying, and enable you to review your progress at university. You may need to do some reflective writing as part of an assignment for your course. This could be as a reading log, journal, blog, e-portfolio, work placement diary or reflective essay.
Learn how to write reflectively and improve your academic and professional skills with this toolkit from Cambridge University Library.
In a reflective essay, the writer examines and writes about his personal experiences. Follow this easy guide and know how to write it like a pro.
Reflective writing is a way of processing your practice-based experience to produce learning. It has two key features: 1) It integrates theory and practice. Identify important aspects of your reflections and write these using the appropriate theories and academic context to explain and interpret your reflections.
A reflective essay is a type of writing that allows you to reflect on your personal experiences, thoughts, and feelings. There are several essential elements that should be included in a reflective essay to ensure that it is effective in conveying your personal reflections and experiences.
Using Reflective Writing to Deepen Student Learning Research in learning sciences illustrates the many benefits of reflective writing. When provided with clear and authentic prompts and given repeated opportunities to think about their course work and educational, professional, or clinical experiences, students are better able to retain and transfer learning to new contexts. Reflective writing ...
Critical Reflection. A Critical Reflection (also called a reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions - about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions. When you reflect critically, you use course material (lectures, readings, discussions ...
A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs ...
Learn about the writing process, goal setting, and how to write papers successfully for course assignments.
A normal requirement of assessment at university is the ability to write in an academic style. Based on the application of reason and argumentation, academic essays draw on other academic sources. The style of writing is impersonal and discursive. Reflective writing style is different in several respects.
Explore the journey of self-discovery and growth through a reflective essay on writing, delving into personal experiences, challenges, and epiphanies that shaped the writer's craft.
Reflective writing is a way of processing your practice-based experience to produce learning. It has two key features: It integrates theory and practice. Identify important aspects of your reflections and write these using the suitable theories and academic context to explain and interpret your reflections. Use your experiences to evaluate the ...
Reflective Essay On Reading And Writing. 716 Words3 Pages. This semester I have got to admit, has been really hard. It has been really challenging especially this class. My senior year was not exactly what I thought would be yet, it has teached me to be better and to be prepared for college. This class has teached me growth, processing, skills ...
Topics for reflective writing. There are too many topics to list here, but almost any healthcare related experience can be used for reflective writing. ... In some postgraduate study it it necessary to demonstrate critical analysis and reflexive skills in your reflective essay writing. You need to show how you are developing new perspectives ...
It means that the results of writing an interim essay after exercising reflection indicate significant improvement in skills connected with argumentation and justificat ion in academic essay.
In today's high school English classroom, it is necessary to improve students' reading and writing skills. Although the new round of curriculum reform has attracted more and more attention to English reading and writing, in practice, due to significant constraints, many urgent problems have emerged.
Our 15th annual Summer Reading Contest received 9,329 entries over the 10 weeks it ran. This week we crown our last collection of finalists, and honor two top winners, Ranvir Sharma, 14, in video ...