PAPER: UNDERSTANDING THE PROCESSES OF WRITING PAPERS REFLECTIVELY

UNDERSTANDING THE PROCESSES OF WRITING PAPERS REFLECTIVELY

REFERENCE

Regmi, K., & Naidoo, J. (2013). Understanding the processes of writing papers reflectively. Nurse researcher, 20(6), 33-39.

MY SUMMARY

Writing papers reflectively is similar with critical thinking in writing or reading Epidemiology papers.  As a human, God gives us ability to make sense or feel of human action, experience, theory, and practice to transform learning into better practice based on sociocultural and local environment. We should not only describe, but also analyze and then evaluate and do action. On the first stage, description of interesting outcome or experiences involves illustration and exploration related ideas, concerns, context and important description to enable us to learn reflection, including some basic questions: Where you were, why you were there, what you were doing, what other people were doing, what happened, what your part was in this, what parts other people played, what the result was-positive or negative. Then, assessment or analysis engage researcher to think deeper to identify current relevant knowledge to improve some issues or condition, some questions in this stage include ‘what went well, what did not and how it would be improved. Last stage is evaluation and action that involve crucial stage to construct new knowledge from new perspectives, for instance in the similar situation, what would we do differently?

ABSTRACT:

AimThis paper explores the writing of research papers using reflective frameworks.

BackgroundReflective practice is integral to professional education and development. However, healthcare students, academics and practitioners have given limited attention to how to write reflectively. In addition, there are limited resources on the practical aspects of writing papers reflectively.

Data sourcesThe following major databases were searched: PubMed, Medline, King’s Library, Excerpta Medica Database, Department of Health database, Cumulative Index to Nursing and Allied Health Literature. The searches were conducted using ‘free text’ and ‘index’ terms. Only relevant papers published in English were reviewed and scrutinised. Unpublished reports, internal publications, snowballing from the reference lists and personal contacts were also included in the search.

Review methodsThis is a review paper that critiques the frameworks used for reflective practice.

Discussion Writing papers reflectively is a complex task. Healthcare professionals and researchers need to understand the meaning of reflection and make appropriate use of reflective frameworks. Demystifying the process of reflectively writing papers will help professionals develop skills and competencies.

Implication for research/practiceThis article provides a practical guide to reflection and how nursing and allied healthcare students, academics and practitioners can practise it. The paper identifies four generic stages in frameworks: description, assessment, evaluation and action, which are illustrated by annotated ‘skeletal’ examples. It is hoped that this will assist the process of reflective practice, writing and learning.

IMPORTANT DIRECT QUOTATION:

Reflection is more about exploring and making sense of human action and experience (Reason and Rowan 1981). Taylor et al (2006) said: ‘human have the potential to think and to think about thinking, because we are endowed with the gifts of memory and reflection (p.35)

Reflective learning can develop professionalism, thereby improving knowledge in practice. Reflective learning emphasizes the important link between theory and practice to enhance learning and professional practice (Howatson-Jones, 2010) (p.35)

Reflective practice involves ‘returning to experience’, attending to feelings’ and re-evaluating experience (Boud et al, 1985) (p.35)

Reflective writing is about the process of solving problems to improve learning through practice and independent reflection (Smith, 2011) (p.35)

Borton’s (1970) reflective framework: what (do), so what (review and learn), now what (application and further practice) framework  (p.34)

John’s (2004) reflective cycle: what was I trying to achieve? Why did I respond as I did? What were the consequences of that for the benefit of patients, me and others, if any?

Gibbs’s (1988) reflective cycle or ‘circular framework’: this framework begins by describing events such as what happened, then giving a description of the accompanying feelings, then evaluate the experiences, then uses critical analysis to find out what sense can be made of the situation p. 34

One of the pitfalls of reflection is that it privileges researchers’ perspectives over participants’ voice and may be written off as ‘academic navel-gazing’ (Finlay 2002, Roulston 2010) p. 37

Rouslston (2010) contended that ‘reflexivity’ opens up possibilities to provide more complicated representations of research data and multi-layered accounts incorporating

the researcher’s voice as an alternative to un-situated accounts from neutral researchers who absent themselves from their texts through the use of third person and passive voice p.37

Reflective processes, identified and represented in reflective ‘moves’, are important for learners and practitioners in developing critical thinking-reasoning and rationalizing-skills and experiences. P.39

Reflection has been described as ‘a journey over bumpy road’ (attard 2008)

Atkin and Murphy (1993) suggested, there are three important phases of learning: understanding through awareness of context, feelings and thoughts, analysis of those feelings and knowledge and development of new perspectives on the situation to direct appropriate action, p.38

Moves and annotated ‘skeletal’ examples p.36

DESCRIPTION this move involves the ability to recognize or recollect interesting incidents or experiences to provide a comprehensive account of the situation (Boud et al 1985). Reflection always begins with a description of the ‘here and now’ of the experience or incident (Palmer et 1994). This stages often includes: Where you were? Who else was there? Why you were there? What you were doing? What other people were doing? What happened? What your part was in this? What parts other people played? What the result was-positive negative?	Annotated ‘skeletal’ examples This case is about…..and it was based on I will begin with a detailed description of the incident During this process, I worked with When X identified extra needs, I was currently….at….. But I was uncertain about what is meant by X This article/incident clearly discusses/highlights the… Before reading, observing, experiencing this…..was limited to that….. Improved knowledge of X and applied it into Y practice
ASSESSMENT/ANALYSIS This stage involves assessment and analysis through the examination of the situation to identify practitioners’ or learners’ state of knowledge, and their opportunities and challenges, including possible assumption or alternatives (Boud et al 1984). This process typically considers dividing the relevant activities or experiences into different components to review and explore separately. Some cue questions might be relevant activities or experiences into different components to review and explore separately. Some cue questions might be relevant in this stage. For example: what went well, what did not and  how it would be improved.	Annotated ‘skeletal’ examples After observing, experiencing, reviewing this case, I found that…… I began the assessment or analysis by… I have a clearer understanding of the role and the reasons… I have become more confident in recognizing… I now have a greater understanding… This encouraged me to recognize I am now able to appreciate… I am better equipped to meet the needs of… This knowledge will help me to provide a high standard of service. Reflection provided some insights into the areas of… In the longer term, I would like to see improved ….suitable for my practice
EVALUATION AND ACTION This procedure involves judgements of the events or situations about the value of something using some measurable criteria and standards (Bloom 1956, Atkin and Murphy 1993). It assesses the outcomes of practice, looking at positive and negative aspects of work or experience. This stage also assists thinking about yourself and exploring future roles: for example, in similar events, what would you do differently (Jasper 2003, Rolfe et al 2011). This approach is crucial in developing new knowledge from the new perspective (Mezirow 1981).	Annotated ‘skeletal’ examples This supports an action..to gauge the effectiveness of their action. It made me think that……I now plan to do…. It helped me to identify that, and then able to manage… I have started to record events…. I use a range of reflective frameworks to expand my knowledge and skills base. I believe that use of X and Y will help enable me to become more self-reliant when…. It will be critical to develop my professional knowledge, skills, experience in practice. This also may lead to an improvement in attitude… Providing, compiling additional and appropriate evidence would develop my level of understanding better and improve the standard of care and/or practice

Other important readings:

Atkins, S., & Murphy, K. (1993). Reflection: a review of the literature. Journal of advanced nursing, 18(8), 1188-1192.

Abstract

This paper is a review of the literature on reflection The purpose was to unravel and make sense of the complex literature, and to identify the skills required to engage in reflection An analysis of the literature revealed that differences between authors’ accounts of reflective processes are largely those of terminology, detail and the extent to which these processes are arranged in a hierarchy Key stages of reflection are identified and represented by a model Skills required to engage in reflection were found to be implicit in the literature and these are identified Methodological issues related to empirical literature are discussed It is suggested that reflection is an important learning tool in professional education and that the skills required for reflection need to be developed in professional courses

Figure 2. Reflective processes a model, p. 1190

 

Figure 3. Reflective processes a mode including skills required for reflection p. 1191

Schon (1991) suggest that it is sometimes possible through a process of reflection-on-action to illuminate the knowledge used. This can be achieved both verbally and in writing. Writing about experiences in the form of a diary may be useful tool for studying reflection because it may enable practitioners to make explicit the knowledge that is implicit in their action.  pp 1191