An excellent article. Nothing can be more important then self reflection, . looking inwardly to find out what you did, how you did it and how and what you need to do to make it better. Unfortunately we seldome reflect on ourselves.
I would like to introduce few simple questions every teacher should ask after completing a lesson:
1. Can I state one thing thet the students took back with them after my lesson?
2. Can I state one thing that I wanted to do but was not able to it becasue of insufficient time?
3. Can I state one thing that I should not have done in this lesson?
4. Can I state one thing that I think I did well?
Answers to these questions will enable the teacher to do better in the future.
• Process: Although some ethical decisions are clear-cut, many are not. The hospital social worker who contacted me was unsure about the best way to manage his involvement with a good friend who had become a patient. Unfortunately, the social worker did not notify his supervisor about the dilemma or seek consultation. He documented his lengthy hospital-room encounter with the patient, but doing so in the client’s hospital chart created the impression that the social worker was functioning in his professional capacity, not as a friend. My hunch is that had the social worker notified his supervisor of his friendship with the patient and made clear that any contact with the patient occurred as a friend, the social worker may have avoided any adverse personnel issues. What I have learned is that many ethical decisions are not simple events; they require a considerable, often painstaking, process.
There has been a recent increasing interest in reflective practice in nursing. There is a wealth of literature about its apparent advantages and benefits, but very little empirical research into clinical outcomes consequent to reflective practice. This study attempts an initial exploration into this area. A retrospective, three-phase, multi-method study in a single department of nursing was conducted. The research sample comprised students and former students of the department who had previously participated in an assessed reflective practice course or module. Years of experience, speciality or academic level did not have a significant influence, but the effectiveness of the facilitator was an important factor. The results suggest that reflective practice is regarded highly and that most respondents could identify significant, long-term changes to clinical practice resulting from it.