Growing body of knowledge

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According to Ghaye (2001) there is a growing body of knowledge which suggests that reflective practice has the potential to transform who we are and we do. Dis. The work is to be 12 pages with three to five sources, with in-text citations and a reference page. This model purports that the first phase of reflection is awareness. This may be triggered by either disturbing or positive thoughts or feelings about a situation or event – which in this case is the critical incident.During the second phase of reflection, the person undertakes a critical analysis of what transpired. He draws upon his significant knowledge and experiences, and on the application of novel knowledge. Such realizations, in the form of new knowledge, are the expected output of the analysis. This entails critical thinking and self-assessment – this comes with increasing awareness about the self (Scanlon & Chernomas, 1997).The last stage is the development of a novel approach in accordance with one’s critical analysis and the implementation of novel knowledge onto the context or situation for which one has undergone the reflection. The new approach that one intends to adopt may be characterized by cognitive, attitudinal and behavioural modifications. A logical expectation would be adaptive when one considers that the person increases in his effectiveness both as a person and as a team member. Apparently, learning has transpired. In effect, this perspective of reflective learning suits a handful of theoretical models. These include that of Schon (1987) which advocates the reflective practitioner and “knowing-in-action” framework.Reflective learning journals are significant tools in translating theory into viable action, that is, praxis. Reflective learning journals have been utilized for quite some time now, specifically in the nursing and teacher education disciplines, to improve individual learning effectiveness, encompassing critical and creative thinking (Kobert, 1995. McCrindle & Christensen, 1995. Meyers & Jones, 1993). In an early application, Hahnemann (1986) had nursing undergraduates spend 10-15 minutes in class time doing their journal entries over the semester.

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