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.
