writing a reflective account



Writing a reflective account

Must have prepared five written reflective accounts in the three year period since your registration was last renewed or you joined the register.

Each reflective account must be recorded on the approved form and must refer to:A piece of practice-related feedback you have received, and/ event or experience in your own professional want to encourage nurses and midwives to reflect on their practice, so they can identify any improvements or changes to their practice as a result of what they have of your five reflections can be about an instance of cpd, feedback or an event or experience from your work as a nurse or midwife – you can even write a reflection about a combination of these.

It’s important to think about the code when you write your reflections, and consider the role of the code in your practice and professional have provided a form which sets out the different things you need to think about when writing your reflections.

You may store this form either electronically or in paper have provided some examples of completed reflective accounts that you might find helpful in thinking about how to approach the requirement.

You can simply note down what you learnt, how it improved your practice, and how it relates to the should be careful not to record any information in your reflective accounts which may identify another person.

Form must be used to record your five written reflective pages 26-27 in our revalidation guidance for more information and must have prepared five written reflective accounts in the three year period since your registration was last renewed or you joined the register.


Nurse

Form must be used to record your five written reflective pages 26-27 in our revalidation guidance for more information and ncbi web site requires javascript to tionresourceshow toabout ncbi accesskeysmy ncbisign in to ncbisign l listscand j prim health carev. 02813430601153671pmcid: pmc3379751“a memorable consultation”: writing reflective accounts articulates students’ learning in general practicekristian svenberg,1 mats wahlqvist,1 and bengt mattsson11department of community medicine and public health/primary health care, the sahlgrenska academy at göteborg university, swedencorrespondence: kristian svenberg, department of community medicine and public health/primary health care, po box 454, se-405 30, göteborg, sweden gv@rkauthor information ► article notes ► copyright and license information ►received 2006 jun 19copyright © 2007 informa uk ltd all rights reserved: reproduction in whole or part not permittedthis article has been cited by other articles in to:abstractobjectivesto explore and analyse students’ learning experiences of a memorable consultation during a final-year attachment in general gafter a two-week primary care attachment in the undergraduate curriculum, students were invited to write a reflective account of a memorable a total of 52 reflective accounts were read and processed according to qualitative content analysis. In search of a professional role” reflects the interest in role modelling and the relation to the sioninvolving students in writing reflective accounts appears to stimulate them to articulate practice experiences of the ds: consultation, family practice, general practice, reflection, supervision, undergraduate medical educationreflection on experiences in practice is recommended as a learning method in medical students’ ambulatory clinical education.


Nurses

Students’ written reflective accounts of a memorable consultation in primary care were analysed themes of students’ learning experiences were “the person beyond symptoms”, “facing complexity”, and “in search of a professional role”. Students in writing reflective accounts of consultations appears to stimulate them to articulate learning ed at the heart of medicine, the consultation is a very complex phenomenon. Different ways have been practised to encourage students to reflect on clinical practice by writing reflective accounts.


Nursing

The answers could constitute a framework of personal diaries aimed at enhancing the students’ reflective thinking [13].

Reflective writing might help the students to articulate qualities of experiences not covered by traditional medical vocabulary. The task was voluntary and the students were notified that the purpose of the reflective descriptions was to explore in more depth their experiences of a memorable consultation.


Reflective account

Accounts were maximized to two pages, collected on a follow-up day and processed according to qualitative content analysis [15], [16].

The core content of each account was identified and units of meaning were grouped to get a view of the entire accounts were read by ks again and bm to get an overview of the material and the initial analysis made by ks was discussed at three a couple of sessions the units of meaning were condensed and coded into preliminary categories were grouped and condensed into third researcher (mw) read all accounts ries and themes were discussed in new sessions and re-evaluated in order to confirm the ctives used in interpretation of data were a learner-centred model of education and ian mcwhinney's model of a theory for family medicine [17], [18].


Reflective writing

Two accounts deviated from the others by not answering the three questions in the task and by lacking reflection. Framework of the content analysis of students’ reflective descriptions is depicted in table s:article | pubreader | epub (beta) | pdf (62k) | to favoritesview more optionscreate collection...


Post a Comment: