The student then examines expert resources to analyse the performance and look for ways to improve prior to the next like event. Format: Reflective...
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LEARN Reflective Note The LEARN Reflective Note is intended to help

the student take an in-depth look at an event and evaluate their personal performance. The student then examines expert resources to analyse the performance and look for ways to improve prior to the next like event. A standard format and a grading rubric will help to guide the student in the process. Format: Reflective Narrative Notes should be based on the LEARN format. They must be word processed, in paragraph format, and . Length: Two pages. This reflective note needs to be related to content covered in the course (nutrition, CAHM, sleep, sensory) or content covered in previous courses. What is a Reflective Progress Note? 1. Reflection is a deliberate and conscious activity that permits learners to contemplate events and responses to these events that facilitate future action (Patterson, 1995). This activity may be through writing and/or discussion. 2. Reflection helps you explore and process your experiences and gain a deeper understanding of your client's lived experiences. 3. Personal reflections focus on your unique experience as a way of making meaning. Reflecting can help you make connections among theory, research and practice. Think of reflecting as critical thinking about your unique experience. As you reflect, you will encounter new insights, ideas and concepts. The act of writing about your experience with rich description including your ideas, thoughts, reactions, responses and meanings, immerses you again in the experience. Through writing you may more closely reflect on your learning by examining your values, beliefs, assumptions and point of view. Reflection on nursing practice extends your learning in a different time and place from your experience and helps prepare you for the self-assessment and self-direction requirement of membership in the nursing profession. What is NOT a Reflective progress note Are not lists of activities but rather thinking on your current practice or experience with increased understanding not just of the situation but also on how you are in your personal and professional self. WHAT WHEN WHO WHERE DESCRIPTIVE THOUGHTS FEELINGS WHY? HOW? SO WHAT? REFLECTIVE
L.E.A.R.N. Guidelines L- Look Back E- Elaborate and Describe A- Analyze R-Revise Approach N- New Perspective (Trial) Look back: At an experience or event that happened in your practice recently. Review it in your mind as if you were watching a video. Use a meaningful event and describe in detail. Elaborate and describe: What happened during the situation. How did you feel and how do you think others felt? What were the outcomes? Were you surprised by what happened during the event or did it turn out as you expected? Analyze: Identify key issues clearly. Review why the situation turned out the way it did. Why did you feel or react the way you did, and why did others feel/react that way? If the situation or outcomes were not what you expected, consider how you could improve on them next time. This is an opportunity to really question your beliefs and assumptions and ask yourself what you value. It is also an opportunity to integrate, compare and understand the knowledge you have gained from your nursing practice in relation to nursing theory. Take this opportunity to request feedback from others. This should be a critical analysis of the issue. Compare and contrast what you have learned from the situation and literature (articles/textbooks) by integrating theory from the articles/textbooks. YOU NEED TO HAVE SCHOLARLY EVIDENCE HERE. Revise approach: Based on your review of the situation and relevant literature identify what was important and decide how or if you will change your approach. What should be preserved in future situations? This might involve asking others for ideas for dealing with the situation next time, or how to work on a learning need. With your new learning, you may decide to try a new approach, learn more about the subject, or decide that you handled the situation very well. Is there anything that should be changed and how? New Perspective (trial): Discuss how you would incorporate your new learning into action. This may require anticipating or creating a situation in which you can then try out your new approach.
EXAMPLE LEARN (the L.E.A.R.N beside the paragraphs is for your understanding and is not to be put into your reflective note): CARING AND COMPETENCY: IMPROVING MY COMMUNICATION SKILLS L in class today we worked on our communication skills and did some exercises and assignments in class. As the nurse, our job was to talk to a "client" and using effective techniques, gather the information required to make a genogram of their family. I was assigned to work with R, a student that I have never worked with before. E Going into this class, I was thinking I didn't have much to learn. I am an extroverted person and find it easy to talk to others. Was I wrong! I can talk for sure but compared to others in the class, I was not as effective at completing the task. I kept getting side-tracked by giving personal examples rather than using my communication skills to get the information about R and her family. Every time R described a dynamic or relationship in her family, I felt the need to share something about myself and my family that would relate to what she was saying. When time was up, I only had half of the genogram completed. A Although I am comfortable in social situations, I relied on social conversation skills and did not focus on the communication skills we have learned that are more effective in developing the helping relationship. Kozier et al. (2018, p. 392) clarify that "unlike the social relationship, which may not have a specific purpose or direction, therapeutic communication is goal-directed and can promote understanding". I was enjoying getting to know R. and we developed a connection, however I lost track of the goal (completing the genogram). Rf1 had the chance to try this activity again, I would focus more on trying to use some of the techniques we have learned in our classes. For example, Kozier et al. (2018, pp. 393-396) suggest using skills like paraphrasing, seeking clarification and providing general leads and any of these would have kept R. talking about her family and allowed me to gather the information needed for the genogram. These skills would have kept the activity focused on the client and that is what is most important in the helping relationship. N Moving forward, I will continue to reflect on my interactions with clients, especially as I head into agency in a few weeks. I will make sure that I am keeping the conversation client-focused and therapeutic and that I am not slipping into familiar, social ways of interacting with people. Reference

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