Rolfe’s model of reflection reflective essay
Reflective Essay using Rolfe Reflective Model Paper Writing Help
Rolfe’s model of reflection reflective essay assignment paper help
Rolfe Reflective Model:This reflective essay will adopt Rolfe’s model of reflection, (Rolfe, G et al. 2001) which was derived from Borton’s developmental model. (Boyd E et al. 1983)
The scenario is presented as Appendix 1 and the patient has been anonymised as ‘Lee’ in accordance with the NMC guidelines (NMC 2008)
What Is Rolfe’s Model of Reflection?
The core thought behind the theory of reflective thinking is quite complex. There are different models, and all of them are similar and different at an elemental level. One of these models is Rolfe model of reflection. It was initially invented for the nursing, care, and education sectors. The model is focused on three key questions:
- What?
- So What?
- Now, What?
Each of these questions represents the different stages of any given scenario. In addition, these three questions have more sub-questions. Take a look:
What?
- It describes the situation that has presented itself in front of you.
- What is the problem or the reason behind getting stuck?
- What is my role in creating the situation at hand?
- What was I trying to achieve?
- What actions were being taken?
- What were the responses of others?
- What were the consequences for me?
- What were the consequences for others?
- What feelings were provoked?
- What feelings were provoked inside me?
- What feelings were provoked in other people?
- What was optimistic about the entire experience?
- What was pessimistic about the entire experience?
- What could be improved in the experience?
So What?
It describes your interaction with the situation and how it affected you.
- So, what does this say about my relationships with others?
- So, what was my thought process as I acted in the situation?
- So, what did I base my course of action upon in this situation?
- So, what other approaches could I have deployed to the situation?
- So, what might I have done differently in the given situation?
- So, what have I learned from this situation?
- So, what new issues have been brought to the surface by this situation?
Now What?
It describes the plan of action that you will devise after analysing the situation and doing self-reflection.
- Now, what do I need to do in order to make things better?
- Now, what should I ask of others to aid me?
- Now, what do I need to avoid in future?
- Now, what have I learned from this experience?
- Now, what have others learned from this?
- Now, what issues need to be addressed for a new set of actions?
- Now, what broader conversations need to be considered?
All these sets of questions together form an excellent tool for understanding the situation. Moreover, by applying them in a particular scenario, you are left with better ways to handle it in future. For example, if we apply these questions to a nursing case, the sub-question would look different when we use them for a personal life crisis.
Learn more about Model of reflection: The Rolfe et al. model
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What?
When analysed in overview, one can note that the main issues contained in this scenario are that a schizophrenic patient, who may therefore be psychotic, who is certainly confused due to his metabolic disturbances (hyponatraemia) and possibly idiopathic confusion, has made an allegation of physical assault against another staff member. The patient is also forgetful and the event happened three days ago. Clearly the incident cannot be confidently verified at this stage and there is a question as to whether the patient is reliable in making this allegation. Analysis revolves around my reflection on the actions that I took and whether they could be considered appropriate or capable of improvement.
My role in the situation was that I was the recipient of the allegation. Having heard the allegation, I tried to make sense of it. On the one hand I was aware of the seriousness of the allegation if it were true, and therefore I was also aware of the potential harm that an untrue allegation could cause to the professional integrity of the ‘Special‘ who was involved. I was obviously aware of Lee’s potential for confusion and psychosis, but I was also impressed by the apparent veracity of his recollection and also by the fact that he started to cry when he was recounting it. (Nicol M N et al. 2004)
On balance, I did believe his account of the situation. I therefore felt that I had a moral and professional duty to escalate the complaint to the Senior Ward Sister. After a period of discussion with the Ward Sister, I filled in an Incident Report Form (IR1), which was then forwarded to the hospital management.
After the event, I experienced a period of prolonged self-examination. I was concerned in case I had inadvertently been party to a false allegation and considered further the consequences for the ‘Special’ involved. After a period of intense reflection, I concluded that I was right to take the action that I did, both because of my professional duty to ‘do my best for the patient’ but also because I was acting as the patient’s advocate in these circumstances, which seemed entirely appropriate. (Brooke C et al. 2007)
The response of the Ward Sister seemed entirely appropriate. I believe that she went and spoke to Lee herself and determined that there was sufficient evidence to make the reporting of the incident (IR1) appropriate. This reassured me greatly. The Ward Sister also discussed the ethics and implications of the situation with me, which was both professionally helpful and considerate, as she could see that I was unclear about what I should do in these circumstances.
In any reflective process, one also has to consider the feelings of the patient. In this case Lee did appear to be pleased that he was being taken seriously, but his fluctuating lucidity meant that further questioning did not clarify the situation any further. He certainly appeared to be pleased when he was told that the ‘special’ would not be assigned to him again…..