Reflective writing

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Reflective writing is a process through which the student connects their clinical practice and personal experiences to the theoretical knowledge. This exercise is a tool to develop critical thinking through the written form by description and analysis of a clinical event.
The student will follow the 5 stages of Gibb’s model for the reflective writing project for the semester. The Clinical Instructor will utilize the rubric developed for grading and submit the grade and document to the ADON for filing.
The expectation is for the student to reflect on a clinical event that occurred, and to process this event in their role as a developing RN using these stages. The overall goal for them is to
1) grow in their role as a future nurse by assimilating their reflection.
2) develop skill in writing a document by mastering flow, grammar, content, references.
The Clinical Instructor can chose to discuss this event in post conference from an over-all learning experience, without the expectation that it is required of the student to express their feelings (unless they are comfortable doing so).
This assignment is due by the assigned week into the semester (exact date set by Clinical Instructor). The faculty in both Clinical and Classroom will discuss the Reflective writing assignment and reinforce that this required project.
The student will create the document using the 5 stages below as a guide, but it is not mandatory for all the questions to be answered (at the discretion of the Clinical Instructor – the questions are a guide to facilitate reflection and growth).
1) Description – describe the situation in detail. When/where did this happen? How were you involved? Who else was there? What happened? What did you do? What did other people do? What was the result of this situation?
2) Feelings: they should write about what they thought & felt during the experience(**instructor should avoid commenting on emotions when grading);
• What did you feel be-fore this situation took place?
• What did you feel while this situation was occurring?
• What do you think others were feeling?
• What did you feel after?
• What do you think now?
• Any thoughts on how others perceive the situation now?

3) Evaluation (also entitled “analysis ” in some sources): an objective look.
• Need comments on what was positive about the situation?
• What felt negative?
• What went well?
• What didn’t go well?
• What did you do to contribute (either positive or negative)?

 

Sample Solution

Reflective writing is an analytical technique in which the writer presents a real or imagined scene, event, conversation, fleeting idea, or memory, and then adds a personal reflection on its significance. When reflecting, many reflective writers consider questions such “What did I notice?” “How has this affected me?” and “What may I have done differently?” As a result, the emphasis in reflective writing is on writing that is more than just descriptive. The writer returns to the situation to take notes on details and emotions, ponder on meaning, analyze what went well or highlighted a need for further education, and relate what happened to the rest of his or her life.

an individual doing typical day to day undertakings. CBT is generally used to treat uneasiness problems, like PTSD and harmonizing problems like misery, self-destructive contemplations, fanatical and urgent ways of behaving, outrage the board and other tension side effects. (Kar, 2011). As the earliest types of CBT have been around since the 1950s, there is bounty research on its viability, widely on various areas of injury. As referenced beforehand, one way injury structures is from encountering fear monger assaults. One review controlled CBT to overcomers of the 9/11 fear based oppressor assault on the World Trade Center (Levitt, Malta, Martin, Davis and Cloitre, 2007). The specialists directing the CBT had changing degrees of preparing earlier and the treatment was conveyed from 12 to 25 meetings. The outcomes from this showed beneficial outcomes for the example as lessening a few side effects of PTSD that the members were experiencing was capable. It additionally diminished side effects of close to home and social aggravations as well as side effects of melancholy. CBT has additionally been displayed to further develop side effects of PTSD in different areas of injury, like conflict injury. Beidel, Frueh, Uhde, Wong and Mentrikoski, (2011) observed that CBT was effective in diminishing the center side effects of PTSD in 35 male Vietnam veterans, particularly expanding relational working and social commitment, yet was less fruitful at decreasing displeasure eruptions contrasted with Trauma Management Therapy. Foa, Hembree, Cahill, Rauch, Riggs, Feeny and Yadin (2005) regulated CBT to 171 assault survivors who all had constant PTSD. This study acquired comparative outcomes and it was seen that members had diminished melancholy and PTSD side effects. It was likewise found that in every one of the examinations that the degree of CBT preparing the advocates had preceding the tests had no huge contrast. CBT has likewise been the reason for the improvement of different treatments, one treatment specifically which is a change of CBT is Compassion Focused Therapy (CFT).

CFT was made for individuals who experience elevated degrees of disgrace and self-analysis in complex emotional wellness issues. Sympathy is a significant part for any client-advisor relationship, and the point of CFT is to support the liberating sensation, wellbeing and consolation to balance the disgrace, responsibility and some other upsetting feelings or sentiments. CFT is particularly for individuals who have a more prevailing feeling of looming dangers (Gilbert, 2009). This treatment is suitable for PTSD as the people who have the dis

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