 |
Key Points
|
What is reflective writing?
Reflective writing is about thinking deeply, being honest, and showing growth. It challenges you to examine your beliefs, connect your worldview to what you are studying and share how your views have changed or remained the same. You may be asked to reflect on:
How do I plan it?
|
Start with a brainstorm using the mind map below. |
|
|
Description: What was the experience? A class, a reading, an interview or event? |
|
|
Feelings: What were you thinking and feeling before and after?
|
|
|
Evaluation: What worked / did not work well. |
|
|
Analysis: Why? Connect to theory.
|
|
|
Conclusion: What did you learn?
|
|
|
Action Plan: What next? How can you improve?
|
|
Adapted from: Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic.
How do I structure it?
Reflective follows the same structure as all academic writing. Paragraphs have one main idea that is clearly introduced and that are supported with theory and in-text citations. The only difference is that you also discuss some of your own experience and beliefs and connect these to what you have been studying. For example, a reflective essay will have an introduction, body paragraphs and a conclusion. Reflective writing can also be used in case studies, journals, discussion forum posts and presentations. There are many ways you could structure a paragraph this is one way.
|
Example 1: Reflection on Professional Growth The Masters of Health Management has equipped me with valuable knowledge and skills that I plan to employ in my professional practice as a healthcare worker to improve patient outcomes. One key area of improvement is my practice is the use of an evidence-based framework for decision-making. This approach will help ensure that my practice is guided by data and evidence. Evidence based practice can improve not only patient outcomes but also help set up more efficient workflows (Emparanza et al., 2015). Additionally, I have learnt the importance of leadership in promoting a culture of continuous improvement and open communication, both of which Northouse (2022) argues can have a direct effect on patient outcomes. I hope to use my new understanding of both evidence-based practice and leadership in my present and future roles to drive positive change and contribute to better patient outcomes in the healthcare industry.
|
First sentence introduces the main idea in the student’s words.
Student links what they did to the literature.
Student links to the literature.
Plan for next steps |
|
Example 2: Reflection on Strengths and Weaknesses Completing this team project has helped me to identify some of my key strengths and areas that need improvement. I am particularly good at organizing time effectively and maintaining clear communication. Effective time management is an essential skill in healthcare leadership (Fried & Fottler, 2022). I have been able to develop this skill by prioritising tasks using digital planners and calendarising tasks ensuring I meet all my deadlines. Additionally, my strong communication skills have facilitated effective teamwork. However, I recognize the need to improve my adaptability. While I excel at structured planning, I sometimes struggle with adjusting to unexpected challenges or shifting priorities. Adaptability is crucial in healthcare management, where unforeseen issues often require swift decision-making and flexibility (Daly et al., 2020). To develop this skill, I aim to engage in more dynamic projects and seek feedback on handling uncertainty. Strengthening adaptability will enhance my ability to navigate complex healthcare environments effectively.
|
First sentence introduces the main idea. Connects to the in-class experience. Supports with a reference. Critical analysis
Plans for next steps. |
|
Gibbs’ Reflective Cycle Stage |
Sentence Stems |
|
1. Description: What happened? |
The experience I am reflecting on is … During this event, I was involved in … The main events were … The task I was working on involved … At the time, I was responsible for … This situation is similar to (theory/concept), which describes … |
|
2. Feelings: What were you thinking and feeling? |
I felt … when this happened because … My initial reaction was … I was surprised by … At the time, I thought … Looking back, I realize my feelings about this were influenced by … According to (Author/Concept), such feelings often occur in situations where … |
|
3. Evaluation: What was good and bad about the experience? |
One positive aspect of the experience was … What worked well was … A challenging aspect of the experience was … I found it difficult when … The most rewarding part of this experience was … This outcome aligns (or contrasts) with (theory/literature), which suggests that |
|
4. Analysis: What sense can you make of the situation? |
This experience helped me understand that … A key issue that arose was … I can relate this to the theory of X which suggests that … This links to the concept of …, as described by (Author). This situation taught me that … because … This reflects (theory/literature), which highlights … |
|
5. Conclusion: What else could you have done? |
Looking back, I realize I could have … This experience showed me the importance of … I now see that a better approach would have been to … One thing I have learned is that … This reflection has made me aware of … Based on (Author/Concept), I could have addressed this situation by |
|
6. Action Plan: If it arose again, what would you do? |
If I were in this situation again, I would … To improve in the future, I will … Next time, I plan to … This experience has motivated me to develop my skills in … Moving forward, I aim to … Future actions will incorporate (theory/literature), which emphasizes … |
