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erment • Develops a wider knowledge of social and political change • Examples of models of Reflectio Schon (1983) states: ‘In the varied topography of professional practice, there is high hard ground overlooking a swamp. On the high ground, manageable problems lend themselves to solutions through application of research-based theory and technique. In the swampy lowland, messy confusing problems defy technical solution. The irony of the situation is that the problems of the high ground tend to be relatively unimportant to individuals or society at large while in the swamp lie the problems of greatest human concern. To me, an educated person, first and foremost, understands that one's ways of knowing thinking and doing flow from whom one is. Such a person knows that an authentic person is no mere individual, an island unto oneself, but is a being in relation to others, and hence is, at core, an ethical being. Moreover, a truly educated person speaks and acts from a deep sense of humility, conscious of the limits set by human finitude and morality, acknowledging the grace by which educator and educated are allowed to dwell in the present that embraces past experiences but is open to possibilities yet to be’. A Simple Model of Reflection 1 The Significant Experience The salient events - one's behaviour - ideas / knowledge - feelings good / bad 2 The Reflective Process 1. Describe the events. Avoid making judgements 2. Attend to feelings - good ones or negative ones. Casual circumstances or influencing factors 3. Re-evaluate the experience How it felt, self, others, clients Connect existing knowledge and attitudes with ideas and feelings from experience 4. Consider modification of knowledge, attitudes, behaviour for future use Explore and challenge any assumptions you made 3 Outcome Evaluation of the reflective process 4 Critical analysis A new way of doing something, or an alternative way of dealing with the situation clarification of an issue development of a skill resolution of a problem, greater confidence in one's abilities changed set of priorities 5 Results Action Plan/ goals Results into practice Learning needs Changing practice (Koch 1989) Future Experiences Links theory to practice Stop and take stock then progress (Kemmis 1895) Enhanced level of confidence To Summarise Behaviour 1. Describing the events New Perspective Ideas 2. Addressing ones feelings Changes in behaviour Feelings 3. Re-evaluating the experience Commitment to action The experience 4. The reflective process Outcomes Conclusion Learning through reflection places control with the individual Helps the individual with the challenges of practice."Experience is never limited, and is never complete. It is an immense sensibility, a kind of huge spider's web of the finest silken threads suspended in the chamber of consciousness, and catching every air borne particle in its tissue." Henry James 1843 References Atkins S & Murphy K (1993) Reflection: A review of the literature, Journal of Advanced Nursing 18: 1188 - 92 Benner P (1984) From Novice to Expert, Menlo Park, Addison Wesley Burns S & Bulman C (2000) Reflective Practice in Nursing, 2Ed,London, Blackwell Science Burnard P 1991 Improving through Reflection, Journal District Nursing 9,11,10-12 Cameron B & Mitchell A (1993) Reflective Peer Journals: Developing Authentic Nurses, Journal of Advanced Nursing 18: 290 - 7 Cha