Rolfe et al.’s (2001) reflective model.
Supporting reflective practice using the Rolfe et al (2001) framework On this programme we ask you to adopt Rolfes et al (2001) model, given its suitability in supporting reflective practice amongst novice reflectors in particular. Introduction Your work should have an introduction which outlines the purpose of your assignment to the reader.Rolfe et al.'s model has the virtue of simplicity and straightforwardness. The model is based on three key questions, as the diagram below indicates: Adapted from Rolfe, Jasper, and Freshwater (2010) The three stages of the model ask you to consider, in turn, what happened, the implications of the occurrence, and the consequences for future.At this last stage of this model you need to consider the steps you will be taking in order to improve your practice and learn from the initial experience by completing ab action plan so that you know what you will do and how you will decide that your practice has improved. Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in.
Reflective writing is a bit different from the academic writing students might be more familiar with. Lecturers usually set reflective assignments to have students reveal their personal thoughts about a learning experience - what happened, why it happened, and what can be learnt from it.Rolfe Reflective Model. Reflective Practice Introduction: Reflection its self is looking into personal thoughts and actions. For nurses this would mean looking at how they performed a particular task taking into consideration their interaction with their colleagues and other members of staff, patients and in some cases relatives This then enables the nurse to assess their actions and thought.
Another model I considered was Rolfe et al (2001) framework for reflective practice, but I found this not to be structured enough to adequately explore my development and create future action plans. The final model I looked at is the Gibbs (1988) model of reflection as cited in (Siviter, 2008).
