Читать книгу Preparing for Professional Practice in Health and Social Care - Группа авторов - Страница 20

To deepen the engagement in a reflective cycle and become more reflexive, models can assist through providing a structure and prompts. The preference for a particular model of reflection is often based on previous experience, exposure to a particular model, personal preference, learning style, professional bias, or the time prioritised to engage with reflection. Reflective models stem from the work of Kolb in the 1980s on the experiential learning cycle with four stages of reflection crucial for learning to occur (Kolb 1984). Models of reflection have evolved to some degree over time and they differ in complexity. The models by Gibbs (1988) and Johns (1995) are popular within the health and social care professions as they involve responding to key questions within a linear or cyclical method. Some practitioners prefer the models by Boud and Walker (1990) as they have more stages or strands to revisit and potentially promote a more reflexive approach. More recently, Jasper (2013) developed a framework, ERA (Experience, Reflection, Action) which encourages building understanding from experience through reflection to move forward into action. When reviewing methods to promote reflection it is important to trial and critique a variety of techniques individually and with others to maximise your potential to be a reflective practitioner.