• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Reflection on personal learning needs

Extracts from this document...


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.


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.


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.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Nursing section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Nursing essays

  1. health needs assessment

    data bases. The last census in 2001 shows the population in the ward at that time to be 11,222 people, with an approximate gender split between male and females (ONS 2001). The wards community facilities include two nurseries, three primary schools and one senior school (Local Authority 2008), there are

  2. This assignment is a reflective, analytical evaluation of role modelling in relation to my ...

    Bidwell (1999) defined role modelling as a process through which persons take on the values and behaviours of another through identification. Unlike the deliberative long-term process of mentoring or a brief demonstration, role modelling can occur with brief or long-term contact.

  1. In the context of life long learning within nursing, midwifery or Healthcare. Discuss ...

    Research suggests that by providing mentorship clinical areas will provide an environment by which learning, knowledge, support and confidence will be increased (Hancock, 2003). By providing mentorship it has also been shown to improve the quality of practise and the service being delivered.

  2. Collaboration in Professional Practice

    speed and quality of the patient journey (Department of Health and Royal College of Nursing 2003). Discharge coordinators are the allocated bodies that now communicate with the patients and families to gain a broader view of the patient's requirements, during and after discharge.

  1. Nursing Health Needs Analysis

    (ACT and the Royal College of Paediatricians and Child Health 1993) The family selected consist of mother Helen, father John and their three sons Peter (18), David (14) and Jonny (9), who is the subject of this health needs analysis.

  2. The Reflectice Mental Health Practitioner

    THE PROPOSED CHANGE The area for change I identified was the Handover venue (place) at the change of each shift on the Eldely Mental health ward. Handover is carried out by nurses on different shifts who meet and exchange patient information to ensure that continuity of care is provided and that patient's needs are met.

  1. Student Nurse Placement Reflection and Personal Development Plan.

    Peplau (1952) found that without a Nurse-Patient relationship effective nursing is not possible and I believe that even though there was no verbal interaction, I built the basis of a therapeutic relationship by using the tool of non-verbal communication. The NMC (2008)

  2. The aim of this assignment is to critically evaluate the role of a mentor ...

    He suggests that these analyses are a continuing evaluation and not just completed in a once only basis (Price 2004). There are many reasons why we evaluate students, to assess whether they are experiencing difficulty and to evaluate the teaching methods effectiveness.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work