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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.

      Case Study 2 – Individual Reflection (Model of Reflection): Realisation that Not as Evidence Based in Practice as First Thought

Working as an Allied Healthcare Professional in a community rehabilitation team, Nick identified that there were some inconsistencies in how complexity of healthcare needs was being defined when prioritising referrals. On reflection, Nick considered that this might be due to different professional viewpoints on how complexity of need is assessed and a range of practice experience across team members. Reviewing evidence was used as a way to improve the triage process to ensure that clients received the appropriate care and access to services. The process involved defining what complexity was in relation to context, reviewing government policy/guidance, and identifying triage tools to implement in practice. To facilitate this process Nick utilised a change management tool and also used a model of reflection, both were valuable in keeping this project on track and adding depth to learning from the process. Nick felt that sometimes undertaking a specific project, while providing useful outcomes for practice, can also highlight that as practitioners we are not as evidence-based as first thought.

      Case Study 3 – Individual Method of Reflection (Post-Graduate Study): Didn’t Find What Was Expected but Found More

An occupational therapist sought to change the delivery format of fatigue management for clients with neurological conditions and the opportunity to focus on this came as part of an independent supported study post-graduate module. Before exploring the research, the assumption was that group work would be more effective with the benefits of peer support as this had been observed in practice. Beginning with a question from practice to answer, Louise set about searching the evidence base using databases and Google Scholar. During the process she was concerned that she was looking for something that was not there or that she had asked the wrong question. Perseverance led Louise to key literature that she appraised and ultimately reflected upon, about how to implement the key outcomes to inform her clinical reasoning. Louise was reflexive as the outcomes challenged her assumptions and reinforced personal and professional values of taking an individual approach as ‘one size does not fit all’ in terms of group or individual fatigue management interventions. Exploring this topic also led on to sharing that work and attending further study to improve on the content of the intervention.

      Service User Perspective and Reflection – Shani Shamah

      Shani gives her opinion on how service users can be involved in reflection.

      In my opinion service users could facilitate reflection by sharing experiences/feedback, answering and asking questions, and joining focus groups. Listening to your patients and taking on board what is being said by them will actually give the health professional the evidence of what works and what doesn’t. Giving the service user a voice for self-determination and a say in the planning of their care. By reflecting on what worked well, what didn’t work, talking about possible quality improvements/change within their practice, and change within approaches to their patients.

      At the time of my illness in hospital I was a ‘novice’ but now having the time to reflect/look back I know better. Yes my healthcare team gained my trust, but looking back and observing practice today there were definitely areas that could have been better, for example, communication in terms of getting to know the person inside the body and what mattered to me before my illness, and in explaining some words that they used every day in ‘simple’ language. For example ‘Goals’: A goal broken down into steps becomes a plan, a plan backed by action becomes reality – and then perhaps I would have been more compliant.

Key Take Home Messages

      A professional bank of information consists of propositional, professional, and personal knowledge.

       Using reflection to examine the state of knowledge is transformative to both practice and learning.

       The HCPC has a reflective toolkit to help develop your clinical reasoning and consider use of EBP.

      References

      1 Boud, D. and Walker, D. (1990). Making the most of experience. Studies in Continuing Education 12 (2): 67–80.

      2 Fish, D. and Coles, C. (eds.) (1998). Developing Professional Judgment in Healthcare: Learning through the Critical Appreciation of Practice. Edinburgh: Butterworth-Heinemann.

      3 Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit (FEU).

      4 HCPC. (2013a). Standards of proficiency for dieticians. Available from: https://www.hcpc-uk.org/standards/standards-of-proficiency/dietitians (accessed 20 January 2022).

      5 HCPC. (2013b). Standards of proficiency for chiropodists/podiatrists. Available from: https://www.hcpc-uk.org/standards/standards-of-proficiency/chiropodists-podiatrists (accessed 20 January 2022).

      6 HCPC. (2014). Standards of proficiency for paramedics. Available from: https://www.hcpc-uk.org/standards/standards-of-proficiency/paramedics (accessed 20 January 2022).

      7 HCPC. (2018). Standards of proficiency for occupational therapists. Available from: https://www.hcpc-uk.org/standards/standards-of-proficiency/occupational-therapists (accessed 20 January 2022).

      8 Higgs, J., Richardson, B., and Dahlgren, M. (eds.) (2004). Developing Practice Knowledge for Health Professionals. London: Butterworth-Heinemann.

      9 Higgs, J. and Titchen, A. (1995). The nature, generation and verification of knowledge. Physiotherapy 81 (9): 521–530.

      10 Hoffman, T., Bennett, S., and Del Mar, C. (2013). Evidence-based Practice across the Health Professions, 2e. Sydney: Elsevier Australia.

      11 Jasper, M. (2013). Beginning Reflective Practice. Andover: Cengage Learning.

      12 Johns, C. (1995). Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing 22 (2): 226–234.

      13 Johns, C. (2017). Becoming a Reflective Practitioner, 5e. Chichester: Wiley Blackwell.

      14 Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.

      15 Rolfe, G., Freshwater, D., and Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions: A User’s Guide. Bristol: Macmillan.

      16 Rycroft-Malone, J., Seers, K., Titchen, A., Harvey, G., Kitson, A., and McCormack, B. (2004). What counts as evidence in evidence-based practice? Journal of Advanced Nursing 47 (1): 81–90.

      17 Sackett, D.L., Rosenberg, W.M., Gray, J.A., Haynes, R.B., and Richardson, W.S. (1996). Evidence based medicine: What it is and what it isn’t. British Medical Journal 312 (7023):

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