Reflective Writing Exercise - Ally 100

Reflective writing (Exercise)
These exercises requires you to identify different features of reflective writing.

Answers are presented at the end.
Exercise 1
Identify the sentence that details the main incident being reflected on in this
paragraph.
As part of my project, I undertook secondary research on the rate of teenage

pregnancy among females with care leaver experience. This led me to reflect on the
methods I was using to gather sources and identify that if I was not always getting
my research right then it was possible that other members of the group might also be
misguided in their research strategies. I was surprised at how other members of the
group appeared to automatically trust the content of peer-reviewed journals and I
sometimes felt that what was presented back to the group was generally accepted
as factual as long as there was a reference attached to it. As I questioned the
credibility and ethical practice of research journals, this prompted me to delve more
deeply into what I now realise is referred to as publication bias and has been widely
documented in recent years. Dawes (2005) argued that although reputable journals
adopt a robust peer review process, articles still get published with significant flaws.
It therefore seems that purely reading journal articles that have been identified
through other sources such as journal article bibliographies, may lead to
unrepresentative sources of information being identified and thus unreliable findings.
In the future, I could overcome this issue by specifying where I searched, inputting
keywords when using databases and specify my inclusion criteria in order to conduct
a more rigorous research methodology to select sources to be used in my
dissertation and only select sources that match my search criteria.
Adapted from University of Plymouth (2016)
Reflective writing (Exercise) 1|Page

Exercise 2
Identify where each of the three elements (description, interpretation and

outcome) of reflective writing start and end in this paragraph:
Specific tasks were shared out amongst members of my team. Initially, however, the
tasks were not seen as equally difficult by all team members. Cooperation between
group members was at risk because of this perception of unfairness. Social
interdependence theory recognises a type of group interaction called ‘positive
interdependence’, meaning cooperation (Johnson and Johnson,1993, cited by
Maughan and Webb, 2001). Many studies (Brodie, 2008; Somerville & Keeling,
2004; Revans, 1998) have demonstrated that “cooperative learning experiences
encourage higher achievement” (Maughan and Webb, 2001 p.46). Ultimately, our
group achieved a successful outcome, but to improve the process, we perhaps
needed a chairperson to help encourage cooperation when tasks were being shared
out. Briggs (2005) argues that the role of a chairperson is desirable as it keeps
discussions focused and allows for a fairer distribution of tasks. In future group work,
on the course and at work, I would probably suggest this.
Source: Hampton (2015)
Exercise 3
Read the extract below and identify language used to a) highlight personal
experience; b) show supporting literature; c) suggest future improvement
In a placement during my second year when I was working on a surgical ward, I was
working under the supervision of my mentor, caring for a seventy-two year old
gentleman, Mr Khan (pseudonym), who had undergone abdominal surgery. I
removed the dressing under my mentor's supervision, using a non-touch procedure,
and cleaned the wound, as requested by the doctor. My mentor was called to
another patient at this point, so at her request I stayed with Mr Khan while we waited

for the doctor to come to see him. The doctor had been with other patients,
examining their wounds, and I noticed that she came straight to Mr Khan to examine
his wound, without either washing her hands or using alcohol gel first. I was alarmed
by this. However, I felt intimidated because I felt that the doctor was more
experienced than me and I did not want to embarrass her. Later, I spoke to my
mentor about the incident. She suggested that we speak to the doctor together about
it. My mentor took the doctor aside, and asked her whether she had washed her
hands before examining Mr Khan. She said that she had been very busy and had not
thought about it. My mentor discussed the importance of hand hygiene with her, and
the doctor assured her that she would wash her hands before examining every
patient in the future. The Royal College of Nursing (2005) states that hand hygiene
is the single most important activity for reducing cross-infection, and points out that
many health care professionals do not decontaminate their hands as often as they
should. Recent guidance published by the Department of Health (2007) highlights
the possibility of staff transmitting infections via uniforms, and the need to review
policies on staff dress. The Nursing and Midwifery Council Code of Professional
Conduct (2015, section 3) go further and state that in order to minimise the risk to
patients and clients a nurse must confront poor practices and take the role of
advocate. As the student nurse caring for Mr Khan under my mentor's supervision,
this also applies to my own practice as a student nurse. Looking back on this
incident, I can see that I should have acted sooner, and that I should have ensured
that the doctor washed her hands before examining Mr Khan. I can now see that my
inaction in this incident put Mr Khan's well-being at risk. After discussion with my
mentor, I recognise that I need to develop the confidence to challenge the practice of
colleagues, putting the well-being of clients at the forefront of my mind.
Adapted from: Oxford Brookes University (2018)

Answers
Exercise 1
Main incident sentence: This led me to reflect on the methods I was using to gather
sources and identify that if I was not always getting my research right then it was
possible that other members of the group might also be misguided in their research
strategies.
Notice that the writer only writes about the important incident. It is important that you
avoid writing about events that are irrelevant to the main incident. Focus on how this
experience has changed you as a person /your practice.
Exercise 2
Description: Specific tasks were shared out amongst members of my team.
Interpretation: Initially, however, the tasks were not seen as equally difficult by all
team members. Cooperation between group members was at risk because of this
perception of unfairness. Social interdependence theory recognises a type of group
interaction called ‘positive interdependence’, meaning cooperation (Johnson and
Johnson, 1993, cited by Maughan and Webb, 2001). Many studies (Brodie, 2008;
Somerville & Keeling, 2004; Revans, 1998) have demonstrated that “cooperative
learning experiences encourage higher achievement” (Maughan and Webb, 2001
p.46).
Outcome: Ultimately, our group achieved a successful outcome, but to improve the
process, we perhaps needed a chairperson to help encourage cooperation when
tasks were being shared out. Briggs (2005) argues that the role of a chairperson is
desirable as it keeps discussions focused and allows for a fairer distribution of tasks.
In future group work, on the course and at work, I would probably suggest this.

Notice that the writer wrote more about interpretation and outcome. It is important
that you focus your writing more on these two elements compared to the description.
Exercise 3
Highlight personal experience: In a placement during my second year when I was

working on a surgical ward, I was working under the supervision of my mentor,
caring for a seventy-two year old gentleman, Mr Khan (pseudonym), who had
undergone abdominal surgery. I removed the dressing under my mentor's
supervision, using a non-touch procedure, and cleaned the wound, as requested by
the doctor. My mentor was called to another patient at this point, so at her request I
stayed with Mr Khan while we waited for the doctor to come to see him. The doctor
had been with other patients, examining their wounds, and I noticed that she came
straight to Mr Khan to examine his wound, without either washing her hands or using
alcohol gel first. I was alarmed by this. However, I felt intimidated because I felt that
the doctor was more experienced than me and I did not want to embarrass her.
Later, I spoke to my mentor about the incident. She suggested that we speak to the
doctor together about it.
Show supporting literature: The Royal College of Nursing (2005) states that hand
hygiene is the single most important activity for reducing cross-infection, and points
out that many health care professionals do not decontaminate their hands as
often as they should. Recent guidance published by the Department of Health (2007)
highlights the possibility of staff transmitting infections via uniforms, and the need to
review policies on staff dress. The Nursing and Midwifery Council Code of
Professional Conduct (2015, section 3) go further and state that in order to minimise
the risk to patients and clients a nurse must confront poor practices and take the role
of advocate.
Suggest future improvement: Looking back on this incident, I can see that I should
have acted sooner, and that I should have ensured that the doctor washed her
hands before examining Mr Khan. I can now see that my inaction in this incident put

Mr Khan's well-being at risk. After discussion with my mentor, I recognise that I need
to develop the confidence to challenge the practice of colleagues, putting the well-
being of clients at the forefront of my mind.
Notice that the first person, ‘I’ is used to give details of events and insights. In
reflective writing, a formal writing style is still required. Supporting evidence can be
used to justify why you did something a particular way, why you think you have
encountered a particular problem (like the writer in this extract) or why you might do
something differently next time. It is essential to demonstrate critical analysis as it
allows you to make meaning of the experience you are presenting. In addition, you
will need to check your lecturer on the number of references you should include and
the type of literature you should use e.g., books, journals etc.
References
Department of Health (2007) Uniforms and Workwear: An evidence base for

developing local policy Available at:
http://webarchive.nationalarchives.gov.uk/+/http://www.dh.gov.uk/en/
Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_078433
(Accessed 16 May 2018)
Hampton, M. (2015) Reflective writing: a basic introduction Available at:

http://www.port.ac.uk/media/contacts-and-departments/student-support-services/
ask/downloads/Reflective-writing---a-basic-intro.pdf (Accessed 8 November 2016).
Nursing and Midwifery Council (2015) The NMC Code for Professional Conduct:
Standards for conduct, Performance and Ethics London: Nursing and Midwifery
Council
Oxford Brookes University (2018) Using Gibbs: Example of reflective writing in a

healthcare assignment Available at: https://www.brookes.ac.uk/students/upgrade/study-
skills/reflective-writing-using-gibbs (Accessed 16 May 2018)

Royal College of Nursing (2005) Good practice in infection prevention and control:
Guidance for nursing staff. London: Royal College of Nursing
The University of Plymouth (2016) Wrasse writing for assignments e-library Available
at: https://wrasse.plymouth.ac.uk/ (Accessed 8 November 2016).
Further information
Study Hub@Library provides a range of opportunities for you to enhance your

academic skills. For more information, visit http://lrweb.beds.ac.uk/studyhub

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Reflective writing (Exercise)

These exercises requires you to identify different features of reflective writing.

As part of my project, I undertook secondary research on the rate of teenage

Adapted from University of Plymouth (2016)

Reflective writing (Exercise) 1|Page

Identify where each of the three elements (description, interpretation and

Source: Hampton (2015)

Reflective writing (Exercise) 2|Page

Adapted from: Oxford Brookes University (2018)

Reflective writing (Exercise) 3|Page

Description: Specific tasks were shared out amongst members of my team.

Reflective writing (Exercise) 4|Page

Highlight personal experience: In a placement during my second year when I was

Reflective writing (Exercise) 5|Page

Department of Health (2007) Uniforms and Workwear: An evidence base for

Hampton, M. (2015) Reflective writing: a basic introduction Available at:

Oxford Brookes University (2018) Using Gibbs: Example of reflective writing in a

Reflective writing (Exercise) 6|Page

Study Hub@Library provides a range of opportunities for you to enhance your

Reflective writing (Exercise) 7|Page

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