The Process of Reflective Considerations and Critical Review - Essay Example

Portfolio The following is known about the topic: McMullan (2006) s that: _Portfolios impart detailed information about progress and achievement. _Portfolios facilitate professional and personal progress by adopting the process of reflective considerations and critical review. _ Portfolios facilitate learning and assessment both. In academic sector, the Portfolios are being widely used to facilitate learning on one hand and as appraisal tools on the other hand so as to assess the learning of students in academic and practice settings. Portfolios help learners to provide evidence of their learning. An Assessor takes cue from the available evidence and assesses the ability of portfolio provider. It is also used to judge the professional competencies of the portfolio provider following the requirements of the regulatory body. The term Portfolio has been provided with varied definitions in the literature; however, McMullan et al. (2003, p.288) defines the term as “a collection of evidence, usually in written form, of both the products and processes of learning. It attests to achievement and personal and professional development by providing critical analysis of its contents.” Race (2007, p.58) has defined portfolio as “compilations of evidence of student’s achievements, including major pieces of their work, feedback comments from tutors, and reflective analyses by the students themselves.” These definitions clearly imply that a portfolio is nothing but an assessment tool, which is replete with several evidences of learning. That also includes critical reflection on their learning process. Moore (2009) argues that the teachers impart the information to the students and students usually listen to the talk passively. Mohanna et al. (2008) assert that currently, a new trend has set in where students are motivated to get involved, be independent and self-governing. According to Clouston (2005), onus of the learning lies on students while teachers provide an opportunity and congenial environment to facilitate learning. Crandall (1998) argues that a specific attribute of the portfolio lies in its providing an evidence of learning outcomes. A true learning is demonstrated not only by the collection of evidence in the portfolio but also how the students reflect on them. Girot (2000) stresses on the reflection part for the learning to take place and how the learning is applied in practice to reduce its gap with the theoretical aspects. Issues related to the use of portfolios in nursing education have been recorded. (Jasper,1995; Karlowicz, 2000; Harris et al. 2001). The first issue is about time factor as students consider the portfolio development a time consuming process and tend to delay its development. They prefer focusing on other course instead. Faculty too views portfolio development as a process that consumes considerable time. Consequently, their reduced commitment results into lesser participation in providing support, guidance and in appraisal of the students (Harris et al., 2001). Karlowicz (2000) asserts that sometimes students do not conduct self-reflection activities for not having sufficient skill or knowledge to perform it. Moreover, in order to develop and foster students self-reflection and self-assessment abilities, faculty also needs some kind of assistance. Portfolios act as a motivational tool for students in developing self-reflection so that they could be in charge of a lifelong learning. Mitchell (1994) and Cayne (1995) both argue that though portfolios are expected to stimulate personal growth, improved awareness, and independent learning but no enough evidences are available to support these basic assumptions. Lesson Planning Reece and Walker (2000) argue that lesson planning can be bifurcated in two kinds of functions. One of them is a strategy part necessary for teaching and second one is a series of cues that can be used during the lesson. A lesson planning helps teachers to interact logically in their teaching sessions but it is not supposed to cater every eventuality even after a detailed planning. Quinn (2000) earmarks several reasons for the use of lesson plans. In order for them to be effective, the details that need to be included can be described as per the following. •Title, venue, date, time and duration •Aims and learning outcomes. •Number of learners and details • Required teaching resources •Venue layout •Process with sequence of session •Initial self-evaluation by teacher Welsh and Swann (2002) emphasise that teachers need not teach everything as students will always have some background knowledge. Learning Outcomes Neary (2000) defines learning outcome as the one which a student is supposed to know, understand and do after a learning period is over. Quinn (2000) argues that teaching profession in nursing education aims at encouraging learning through planned and purposeful interventions. Quinn (2000) further states that timing is an essential element of teaching skills and once the demonstration is over, students need to be given a chance to practice what they have learned; however, it is quite likely that they differ in acquiring such skills in terms of the time taken. Demonstration is the best way to link theory and practice and that is well taken in nursing field. Reflection Being a professional discipline, the nursing education aims at developing professionals who are not only knowledgeable and thorough but also capable of responding to the daily challenges needed in a day-to-day practice. Clinical teachers usually take critical responsibility of supervising students in any clinical setting. Integrating theoretical knowledge into clinical practice, the nursing students convert their understanding into doing. Sherwood & Freshwater (2005) emphasises about the reflective cycle of learning that uses numerous ways of knowing inculcating motivation, self-awareness, empathy, and social responsibility necessary for transformational leadership. As per Freshwater et al. (2008), reflective learning had a beginning in 1980s in Australia essentially with a purpose to explore a new approach in nursing education that can integrate experimental learning into classroom learning; however, further developmental work was done in UK. Reflection is a cognitive act comprising of contemplation, thinking, meditation or any other similar forms, which is methodically reviewed and analysed so as to effect appropriate contextual changes (Taylor 2000). Sherwood & Freshwater (2005) assert that the role of the educators is not only to develop perceptions, behaviours, values and knowledge but also work towards developing emotional competence. This helps leaders in managing themselves and others. Sherwood & Horton-Deutsch (2008) argue that new ways of transformational leadership lie in becoming more reflective and critical, less defensive, ready to invite new ideas and remaining open to the perspective of others. According to Gallagher (2001), reflection constitutes a major element of portfolios for it facilitates learning from experience as well as practice, narrowing the gap between the theory and practice. Similar views have been proposed by Grant and Dornan (2001) stating that the reflective process helps students identify gaps between knowledge, skills and competence. It also reconfirms and reinstates strength, knowledge and skills (Harris et al., 2001). According to Williams and Grudnoff (2011), professional education programmes also emphasise immensely on reflective learning . In the development of professional knowledge and effective practice, its impact is significant. Taking clue from past experience to begin with and further incorporating thinking in a purposeful way makes reflective processes more effective and then taking action accordingly (Jasper 2003). Neary (2000) clarifies that staff working as mentors do not see themselves as role models, teachers or facilitators. Focusing on weakness, fear or strengths could be threatening. Karlowicz (2000) clarifies that all tutors are not good proponents of self-reflection. Most reflections find its way through writing and that could cause writing skills of some students better than others (Snadden and Thomas, 1998). A positive correlation has been well established between Students’ writing skills and a feeling about portfolio assessment (Mitchell 1994). Read More