Melanie Jones - reflective entry - 1st Blog:

 Melanie Jones - reflective entry - 1st Blog:

 The Imperative Nature of Reflective Models and Theories in Practice.

Reflective models are fundamental in supporting the dynamic and continuously evolving nature of health and social care practice, ensuring that services remain responsive and achieve the best possible outcomes for those who rely on them. reflective models enable practitioners to critically analyse their own experiences, draw meaningful learning from them, and enhance the quality of care they provide. They also promote accountability and uphold professional standards within practice (Bulman & Schutz, 2013).

This report presents a critical reflective analysis of my personal experience undergoing cataract surgery within the United Kingdom’s National Health Service (NHS). The lived experience gained through this process serves as a valuable case study through which I will apply a recognised reflective model. This approach will enable me to deconstruct and evaluate my overall experience, identify key learning points, and consider how these insights can inform and enhance my future professional practice within the field of social care (Gibbs, 1988).

 

Reflective Situational Context: Initial Response to Surgical Procedure:

The context for this reflection originated when I attended an optician appointment due to a noticeable decline in my vision accompanied by several other symptoms. Following the assessment, I was informed that I required cataract surgery in both eyes. This diagnosis prompted a range of emotional and physical responses, as well as the need to make a number of practical decisions within a limited timeframe. To critically analyse and discuss this experience, I will apply Gibbs’ Reflective Cycle (1988) as a structured framework to support a thorough and balanced reflection on the situation, the decisions made, and the learning derived from it.

 

 

Descriptions and Feelings:

Initially, I experienced feelings of worry and distress, which at times manifested in physical symptoms associated with anxiety and stress in anticipation of undergoing an invasive medical procedure. My emotional response included confusion, frustration, and a sense of helplessness; however, these feelings were balanced by a determination to proceed with the operations in order to restore my vision and prevent further deterioration (Jasper, 2013). This situation created a sense of urgency and heightened frustration due to the waiting period for the procedure to be scheduled. As practitioners, it is essential that we are able to reflect on experiences such as this, as doing so promotes professional growth, enhances empathy, and deepens our understanding of how individuals may respond emotionally and psychologically to similar healthcare experiences (Schon, 1983).

 

Evaluation and Analysis

Reflecting on this experience through Gibbs’ Reflective Cycle (1988) allows for a deeper understanding of both the emotional and practical dimensions of undergoing medical treatment within the NHS. My initial feelings of anxiety and frustration can be viewed as a natural response to uncertainty and loss of control, emotions often mirrored by individuals accessing health or social care services. Evaluating these emotions highlights the importance of empathy within professional practice, as recognising and validating such feelings in others can enhance communication and support person-centred care (Schon, 1983).

 

The experience also underscored the value of resilience and adaptability in managing stressful or unfamiliar situations. From a professional perspective, it reinforced the necessity of maintaining composure and clarity when supporting individuals facing health-related challenges (Bulman and Schutz, 2013). Analysing this process illuminated the link between self-awareness and effective practice, understanding my own reactions can help me better anticipate and respond to the emotional needs of service users (Johns, 2017).

 

Furthermore, reflecting on the waiting period for surgery revealed systemic challenges within healthcare delivery, such as delays and patient uncertainty, which can significantly impact wellbeing. This insight emphasises the importance of advocacy and timely communication in professional roles. Overall, the reflective process has enabled me to transform a personal health experience into meaningful professional learning. It has enhanced my ability to critically evaluate emotional responses, appreciate the complexities of patient experience, and apply this understanding to improve empathy, communication, and care quality in my future social care practice (Manley et al., 2011).

 

Conclusion

Reflecting on my experience of undergoing cataract surgery using Gibbs’ Reflective Cycle has allowed me to gain deeper insight into my emotional and practical responses, while identifying key areas for personal and professional growth. The process highlighted the importance of self-awareness, empathy, and effective communication when supporting individuals who may experience similar anxiety or uncertainty within care settings. This reflection has strengthened my understanding of how emotional responses can influence both personal wellbeing and professional practice (Gibbs, 1988).

Action Plan: Moving forward, I will engage in regular reflective practice following significant experiences to support continuous development. I plan to use supervision sessions and peer reflection to explore alternative perspectives and enhance my learning. Additionally, I will undertake further training on emotional resilience and stress management to ensure I can respond effectively to challenging situations and continue to provide compassionate, person-centred care within my professional role (Johns, 2017).

 

 

 

References:

Bulman, C. and Schutz, S. (2013) Reflective Practice in Nursing. 5th edn. Maidenhead: McGraw-Hill Education.

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic.

Jasper, M. (2013) Beginning Reflective Practice. 2nd edn. Andover: Cengage Learning.
Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Johns, C. (2017) Becoming a Reflective Practitioner. 5th edn. Oxford: Wiley-Blackwell.

Manley, K., Sanders, K., Cardiff, S. and Webster, J. (2011) Effective Workplace Learning in Health and Social Care. 2nd edn. Oxford: Wiley-Blackwell.