The Discroll's Model of Reflection for Practitioners



The Discroll's Model of Reflection for Practitioners

Introduction

Reflection on practice is considered a primary skill for nurses. Involving in regular reflection allows practitioners to administer the professional and personal impact of dealing with the basic health and wellbeing requirements of their patients on a daily basis (Taylor, 2006, pp.70). In this paper, I will share one of my experiences of taking care of a patient using Discroll's reflective model of care. The practical reflection is provided in the paper which is derived from the theory and grounded in practice. I have shared my experience of using Discroll's approach to prove that this reflective method can be very effective in demanding practice settings.

Discussion

Reflective practice can be explained as the procedure of making sense of actions, situations and events that take place in the place of work (Boros, 2009, pp.115). Though numerous, if not the entire, preliminary nurse education programs comprise of study units on reflective practice, structured opportunities to reflect are uncommon in the pressurised and busy world of forefront practice (Ghaye & Lilyman, 2006, pp.115).

A successful reflective practice can come to pass in facilitated groups or individually or, above all, as a blend of both. Possessing way in to a reflective group with an expert, self-governing facilitator who is not engaged in the team's effort can have numerous benefits, including: the aptitude to share parallel experiences with contemporaries; Gaining the support and perspectives of others; Feedback or Criticism in a non-intimidating setting and Chances for leaded practice (Oelofsen, 2012, pp.268).

I consider that preparation time for reflection in the busy routine lives of the practitioners in frontline services is necessary for enhancing the service quality, providing much needed support to the staff, and helping in the professional development of the team members.

Framework for practice

Depicting on these notes, I suggest a straightforward, practical reflection framework that nurses at every level of the vocation can make use of. This model was established in practice, whilst working with practitioners teams in a range of social and health care settings, transversely a range of specialized groups (Driscoll, 2000, pp.281). The Discroll model of refelction used by me has three steps i.e What, So What and Now What. Here I would like to share one of my experience using the Discroll model of reflection.

Screening Programme

The United Kingdom National Screening Committee has defined screening as when a set standards of persons who may not observe themselves as at risk of or previously had developed an ailment are offered a particular test which would recognize those people more at hazard. Even though cervical screening has been in function in the United Kingdom since 1964 the prearranged NHS Cervical Screening Programme was only brought in in 1988 as a method of reducing the cases of cervical cancers (Taylor, 2006).

Reflection

The very 1st part of the Driscoll (1994) reflection model is 'WHAT?'; which is an explanation of feelings and events (Discroll, 1994, pp.109). At the beginning of the cervical screening unit I was particularly concerned ...