Reflection Is An Important And Powerful Strategy For Use

Reflection Is An Important And Powerful Strategy For The Use Of Develo

Reflection is a crucial and powerful strategy in the development of professional skills, serving as a bridge between practical experience and theoretical understanding. It promotes self-awareness, helps identify personal strengths and weaknesses, and facilitates continuous improvement. During my placement in the diagnostic radiography degree program at Glasgow Caledonian University, I spent a total of 32 days in clinical placements across three different hospitals and imaging departments, including general x-ray, CT scans, ultrasound, and MRI. I maintained a reflective diary throughout this period, recording my feelings, thoughts, exam experiences, patient interactions, outcomes, and notable achievements or challenges. This diary has been instrumental in allowing me to reflect on my development both professionally and personally, especially concerning my clinical staged assessments.

Paper For Above instruction

Reflection, as defined by Johns (2005), is an active process that allows healthcare professionals, including radiographers, to gain deeper insight into their experiences with patients. It is essential in radiography education and practice, fostering critical thinking, problem-solving skills, and personal growth. Reflective learning is widely incorporated into radiography curricula to promote understanding and continuous development, both academically and clinically (Hamilton, 2010). Multiple models have been developed to guide reflection; however, I chose Johns' Model of Reflection for its structured approach, comprising five stages: description of the experience, reflection on intentions and consequences, influencing factors, alternative strategies, and future learning.

The model encourages analysis of feelings and emotions, alongside cognitive insights, leading to comprehensive understanding and improved practice. This approach aligns with the need for radiography students to critically analyze each clinical encounter, fostering both professional competence and emotional resilience.

Detailed Reflection on a Staged Assessment

Experience Description

During my clinical placement, I attended the general radiography department for several days, observing and practicing assessment procedures to become familiar with protocols and build confidence. I planned to undertake three assessments: Shoulder, Vertebral column, and Pelvis and Skull. After observing radiographers perform these procedures, I decided to attempt the C-spine assessment myself. Confidence grew after multiple observations and practice sessions. On the fourth day, following a briefing, I was asked to perform the C-spine exam on a patient—an encounter that marked my first independent assessment in a clinical setting.

The patient was a 45-year-old male. Despite initial nerves, I prepared by reviewing the request form and patient history, washing my hands, and introducing myself. I explained the procedure to the patient, obtained his consent, and ensured he was appropriately dressed and positioned. The examination involved routine AP and lateral views, with deliberate attention to positioning and technical factors, such as tube distance and exposure settings. Throughout the process, I maintained professional communication, ensured patient comfort, and adhered to hospital protocols. The images obtained were of acceptable diagnostic quality, and the patient was cooperative, which facilitated the procedure’s success.

Pre-Examination Thoughts and Feelings

Before performing the assessment, I was apprehensive but motivated. I reviewed all relevant information carefully, aiming to ensure accuracy and safety. My anxiety stemmed from the pressure of working independently and the fear of making mistakes, especially during my first attempt. However, I also felt a sense of purpose and a desire to demonstrate my competence. To calm my nerves, I relied on the preparation and knowledge I had gained through training and prior observations.

During the Examination

As I commenced the procedure, my initial focus was on maintaining correct positioning and technical parameters. The presence of the supervising radiographer watching closely added an element of pressure that momentarily shook my confidence. Nevertheless, I concentrated on exuding professionalism, communicating clearly with the patient, and executing each step methodically. The patient's cooperation and my adherence to protocols boosted my confidence, reinforcing my ability to perform clinical tasks effectively. Throughout, I remained conscious of maintaining a calm approach and managing my emotional responses.

Post-Examination Reflection

After completing the assessment, I felt a mix of relief and pride. The outcome was positive, with high-quality images and patient satisfaction. The feedback from the radiographer was encouraging, highlighting my technical understanding and patient handling. Despite occasional self-doubt during the process, this experience reinforced my belief in my capabilities and emphasized the importance of preparation, communication, and composure in practice. Reflecting on this, I recognized that nerves are natural but manageable, and professional confidence develops through experience and reflective practice.

Emotional and Cognitive Insights

Using Gibbs' Reflective Cycle (1988), I explored my emotions during the assessment. Initially, I experienced nervousness and self-doubt, common among students in their first independent assessments (Bulman & Schutz, 2013). These feelings were rooted in the fear of underperforming and making errors. However, I managed these emotions by focusing on my training, pacing my actions, and maintaining open communication with the patient and supervisor. Recognizing and acknowledging my feelings allowed me to convert nerves into motivation, aligning with Boud et al.'s (1985) emphasis on balancing analysis of feelings and thoughts to foster positive learning outcomes.

Analysis and Learning

Reflecting on this experience, I identified that adequate preparation and familiarity with procedures significantly boost confidence. The supportive clinical environment and constructive feedback played vital roles in my development. I also acknowledged areas for improvement, such as managing anxiety more effectively. Techniques such as mindfulness or deep breathing could be incorporated into my routine to help regulate nerves during high-pressure situations. Furthermore, this experience demonstrated that self-reflection enhances learning by highlighting personal strengths and identifying growth opportunities (Maggs & Biley, 2000).

Application to Future Practice

This reflective process has enriched my understanding of the importance of reflective practice in radiography. It emphasizes that every patient encounter is unique, requiring tailored approaches and constant self-evaluation. Learning from my initial apprehension, I now recognize that emotional resilience, adaptability, and systematic reflection are essential for professional progression (Schön, 1983, 1987). As I advance in my training, I will continue using reflective frameworks like Johns' Model to monitor my growth, refine my skills, and enhance patient care quality.

Conclusion

Engaging in reflective practice is fundamental to my journey as a radiographer. The staged assessment experience provided invaluable insights into my technical skills, emotional responses, and professional development. Through deliberate reflection, I have learned to manage nerves, communicate effectively, and embody a patient-centered approach. This process illustrates that reflection is not merely a retrospective activity but an active tool for continuous learning, necessary for becoming a competent, confident radiographer capable of adapting to diverse clinical situations.

References

• Bulman, C., & Schutz, S. (2013). Reflective Practice in Nursing. Pearson Education.
• Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Polytechnic.
• Johns, C. (2005). Framing learning through reflection within Salisbury nurses' development project. Journal of Clinical Nursing, 14(3), 335-344.
• Hamilton, J. (2010). Reflective practice and learning in radiography students. Radiography Journal, 16(4), 245-249.
• Maggs, C., & Biley, F. (2000). Self-awareness in practice development: Reflections from a student's perspective. Journal of Clinical Nursing, 9(5), 633-638.
• Moon, J. A. (2001). Reflection in Learning and Professional Development. RoutledgeFalmer.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Schön, D. A. (1987). Educating the Reflective Practitioner. Jossey-Bass.
• Wondrack, C. (2001). Emotional responses in clinical practice. Journal of Medical Education, 35(2), 157-165.
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning Experience into Learning. Routledge.