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Reflection on personal learning needs

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Introduction

Reflection on personal learning needs Reflective practice is associated with learning from experiences in order to identify, for example, my learning needs in the areas which are soliciting improvements (Allen et al 2008, p.81). The promotion of reflection on personal learning needs (Ku et al 2007, p.67) is an important strategy for me as a student nurse and future nurse, to develop a lifelong learning approach, encouraged by the Nursing and Midwifery Council (NMC) (2002, p.4). Reflection makes possible the connection between theory and practice (Price 2006, p.26) required to develop evidence -based practice, professional and academic growth throughout my career (NMC 2004, p.34). I looked into three Reflection models to consider one model to carry out my reflection: Johns�s (2000) Model of Structured Reflection (appendix 1); Rolfe's Framework for Reflective Practice (appendix 2) and I chose Gibbs (1998) Nursing Model of Reflection (appendix 3) as a framework. Gibbs's (1988) reflective cycle encourages a clear description of the situation; analysis of feelings; evaluation and analysis of the experiences; conclusion of what I would do if the situation arose again; and reflects an action plan to achieve it (Gibbs 1998, p.10). To help identify my predominant learning style, I undertook a learning style questionnaire given by the University based around the Honey and Mumford approach to learning styles. ...read more.

Middle

This increases the likelihood of finding students with similar learning styles and needs (Ross et al 2000, p.741), whether within one of my weaker or stronger strands of the nine curriculum strands: Bioscience, Communication, Clinical skills, Research and study Skills, Legal Ethical and Professional Practice, Socio-political, Psychology, Pharmacology and Partnership Working. Considering the strands I reflected upon theory and practice situations (appendix 10-15). Taking into account the strands reflection, learning style strengths and weaknesses and strategies that meet my learning style, I prioritise which learning needs are the most beneficial to deal with at this stage in order to enhance my learning (Idczak 2007, p. 67). To meet these developmental needs I developed a Specific, Measurable, Achievable, Realistic and Times related (SMART) focused goals and action plans to problem solving my critical needs (Drew & Bingham 2004, p.238). I ranked them in their interrelated strands. Bioscience, Psychology and Pharmacology: to enhance my learning, I will develop further knowledge in: nutritional intake; observations; incontinence; urine track infection; skin integrity; cardiovascular accident; the affects of immobility; develop an understanding of mental health; dementia; alzheimer's disease; drug calculation; and the different types of topic creams used in practice (Action Plan 1-12). ...read more.

Conclusion

Nursing Education Perspectives, 28 (2), p.67. Johns, C., 2000. Becoming a reflective practitioner: a reflective & holistic approach to clinical nursing, practice development & clinical supervision. Oxford: Blackwell Science. Ku, Y., Sheu, S., Kuo, S., 2007. Efficacy of integrating information literacy education into a women's health course on information literacy for RN-BSN students. Journal of Nursing Research, 15 (1), p.67 & 81. Nairn, S., O'Brien, E., Traynor, V., Williams, G., Chapple, M., Johnson, S., 2006. Student nurses' knowledge, skills and attitudes towards the use of portfolios in a school of nursing. Journal of Clinical Nursing, 15 (12), p.1509. Nursing and Midwifery Council, 2004. Code of Professional conduct: standards for conduct, performance and ethics. London: NMC. Nursing and Midwifery Council, 2004. An NMC guide for students London: NMC. Nursing and Midwifery Council, 2004. Standards of proficiency for pre-registration nursing education. London: NMC. Nursing and Midwifery Council, 2002. Supporting nurses and midwifes through lifelong learning. London: NMC. Price, B., 2006. Self-assessment and reflection in nurse education. Nursing Standard, 19(29), p.26. Ross, F., Southgate, L., 2000. Multiprofessional learning. Learning together in medical and nursing training: aspirations and activity. Medical Education, 34 (9), p. 741. Richardson, G., Maltby, H., 1995. Reflection-on-practice: enhancing student learning. Journal of Advanced Nursing, 22 (2), p.235. ?? ?? ?? ?? 6140985 1 ...read more.

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