example of reflective essay using rolfe

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• Rolfe et al’s Framework for Reflective Learning
• Exploring Different Types of Reflection Models with Examples

Professor Gary Rolfe and colleagues gave a self-reflective model in the book ‘Framework for Reflective Practice’ in 2001. It is one of the simplest reflection models that helps to answer three simple questions i.e. What? So what? Now what? Now, you must be thinking that Rolfe et al’s framework is quite similar to Driscoll’s model of reflection. Then, what is the difference? The difference lies in questions considered in reflecting on using each model. Rolfe et al’s framework encompasses three phases which include descriptive, knowledge-building, and action-oriented.

Table of Contents

• Stages of Rolfe framework for reflection
• Example of Rolfe framework for reflection

Three stages of Rolfe framework for reflection

Stage 1: what.

The first stage of Rolfe et al’s Framework is a descriptive phase that focuses on analyzing a situation. This stage of the model helps readers in explaining the context of the situation to the readers. This stage can be explained by determining the following

• What happened? At this stage, you will explain the context of the situation to the reader by giving them factual information about the incident you reflect upon.
• What did you feel? In this, you are supposed to highlight the overall feelings you felt throughout the situation.
• What did you and the others do? While answering this question, you will highlight your and others’ contribution to the situation.
• What were the expected outcomes? In this, you will focus on the outcomes that you are expecting from the incident you are reflecting upon.
• What were the results? After explaining your expectations from the outcome, you will present the actual results of the actions you took in the situation.
• What were the good and bad aspects related to the experience? While answering this question, you will highlight both the positive and the negative impacts or sides of the experience you are reflecting on.

Stage 2: So what?

The second stage includes an analysis phase that focuses on determining the impacts or learnings of the actions. This section can be defined by the following questions.

• What did you learn? In this, you will highlight your learnings throughout the situation you are reflecting on.
• What was going through your mind? While answering this, you will highlight the thoughts that were going through your mind during the occurrence of an event.
• On what basis did you take your actions? On what basis did you take your actions?
• What is your new understanding? In this, you will highlight the new learnings you gained from the situation and ways in which you perceived these learnings.

Stage 3: Now what?

This is the last stage of this reflective model which determines actions that can be taken to improve future outcomes. This stage includes consideration of skills that need to be developed to improve future actions. Also, in this stage, the individual can answer

• What techniques can you use to deal with similar situations in the future? In this, you will highlight the ways in which you deal with situations like these in the future.

This model is specifically developed for reflective writing in nursing and health care as this model helps learners and practitioners in nursing and healthcare settings to improve the quality of care (Rolfe et al's, 2001). Now, let us take a situation of medication error to report and reflect on the learnings gained from this situation using Rolfe et al’s Framework.

Rolfe reflective model real example

Case assessment - This reflective example will highlight the experience of a medical practitioner giving medication to a patient suffering from depression and migraine . This reflective example will focus on the challenges faced by the nurse during diagnosing a patient in the hospital.

On 01-11-2021, one patient with depression and migraine pain visited a hospital. When the patient came to me, I prescribed fluoxetine medicine for relieving depression and sumatriptan to relieve a migraine. However, after 3-4 hours of it, my senior doctor came round and asked me which medicine I had prescribed. Then, a doctor guided me that prescribing both medications altogether can affect serotonin which then can lead to various life-threatening situations such as confusion, increased body temperature, and rapid heart rate. I actually expected that giving him the fluoxetine medicine would help me in relieving the pain of migraine. In horror, we filled up an incident form but the patient didn’t suffer any ill effects from fluoxetine and sumatriptan. I was very threatened when I realized the life-threatening effects of giving both medications altogether. While we filled out the incident form, we also informed family members about this incident which resulted in some disputes as well (Gibbon, 2002). I became very nervous but my senior doctor handled the situation very effectively by reassuring family members about the whole situation. Also, my senior doctor undertook various actions to avoid further complications. I was actually relieved that my senior did not file an official complaint regarding this and helped me a lot in handling the situation very well.

The whole situation helped me to identify the importance of the right drugs for the right patients. I learned the importance of remaining careful with drugs and their dosage. Moreover, I identified that proper communication with senior doctors in advance could have helped to prevent this event from taking place. Further, I also recalled various legislations such as the Health and Social Care Act 2008, Human Medicines Regulations 2012, and NMC Standards for medicines management (2010), to determine the importance of patient safety and prevention of medication errors. I felt the best way to solve this problem would be contacting my senior and I knew that he would definitely be able to solve my problem. That was the reason I felt relieved when I found that a patient survived an overdose due to the strong knowledge and health management skills of my senior doctor. Through this whole situation, I got to know the right suitable drugs for depression and migraine which will definitely help me in the later years of life.

After engaging in a medication error, I decided that I will be very careful with drug prescriptions to ensure that the right drugs are prescribed. Also, I found that I could have reviewed drugs in reference books while prescribing to prevent medication errors. In addition to this, I will also engage in proper communication with my supervisors or senior nursing staff to further ensure the delivery of high-quality health care services.

How does Rolfe et al's framework differ from other models of reflective learning?

Rolfe et al's framework is distinct in its simplicity and focus on action. While many other models exist, this framework centers on three key questions that facilitate a straightforward and actionable reflective process, making it easy to apply in various contexts.

Can Rolfe et al's framework be combined with other reflective models or theories?

Yes, Rolfe et al's framework can be effectively combined with other reflective models or theories to enrich the reflective process. The simplicity and adaptability of the three-question approach make it compatible with various theoretical perspectives, enabling a more comprehensive and multi-dimensional reflection.

Previous Model

Rolfe et al's (2001) Reflective writing: Rolfe, LibGuides. Available at: https://libguides.hull.ac.uk/reflectivewriting/rolfe (Accessed: November 23, 2022).

Gibbon, B. (2002) “Critical reflection for nursing and the helping professions. A user’s guide critical reflection for Nursing and the helping professions. A user’s guide,” Nursing Standard, 16(20), pp. 29–29. Available at: https://doi.org/10.7748/ns2002.01.16.20.29.b305.

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Model of reflection: The Rolfe et al. model

The Rolfe et al. (2001) model of critical reflection is a framework developed by Professors Gary Rolfe, Dawn Freshwater and Melanie Jasper. The model aims to support practitioners to reflect on their experiences, feelings, and actions, and developing practice accordingly. The model was developed as a ‘how to reflect’ guide for nursing and other health care practitioners, however, its simplicity has seen applications to a range of disciplines and stages of career.

The Rolfe et al. model attempts to demystify the reflection process by offering a simple, practical model consisting of three key questions:

These questions aim to surface learning through the stages of describing an event, analysing the implications and considering future possibilities as a result of these new insights.

The Rolfe et al. (2001) model was inspired by the foundational work of Terry Borton (1970), who used the ‘What-So What-Now What?’ reflective prompts for developing educational materials. These prompts can also be seen through the work of John Driscoll (2007) who adopted the model for healthcare professionals and endorsed using the three questions for individual and collective reflection in clinical practice.

In the video below, Suzi Villeneuve-Smith speaks to implementing the Rolfe et al. model. 

So my name is Suzi Villeneuve-Smith, and I teach in the undergraduate nursing space. This year we have 640 students in our cohort, and I've been teaching for approximately ten years. So the reason we embed reflection into our nursing curriculum is twofold. Professionally and personally. Professionally, we're invited by our NMBA standards for practice to include reflection in the seven standards that we have. This enables us to become critical thinkers, and it also enables us to provide safe, patient care. The second benefit is personally, we're able to reflect on our own personal values and morals and how we can link those in to on nursing practice. This allows us to provide holistic, safe, patient care with good outcomes so everybody is happy. The structured model of reflection that I embed into my first year nursing subjects is the Rolfe model of reflection. We've chosen this model because it's simple. It's easy to access and it doesn't overwhelm our students. It comes with three distinct headings, What? So what? And now what? The what aspect of the model is a descriptive model. This allows the students to write their thoughts and their feelings about a situation or experience that they've had. The so what section of the model allows them to really bring across some theory into it?

So what was going on in my mind during this situation? Allows them to give a little bit of depth to where they're at and how they feel they were within the experience. The last aspect of the model is the now what we like to call a reflexive way of thinking, and it's forward-thinking. Now, what have I learned from that situation? Now what do I need to do to do better next time? Now what do I need to look at to research to expand my clinical knowledge? The way we embed this into our subjects is really quite exciting. So during our other three subjects, they learn a little bit about this model. But right at the end of the semester, our students take up 80 hours of workplace experience in the clinical environment and they take an assessment book with them. Yes, they have to do clinical skills along with their clinical placement, but they also need to reflect on why they're doing what they're doing. And again, this is twofold, professional and personal.

Professionally, we align these sections of the models, the what, so what and now what and align them with the Orenstein is of practice. Our students select a challenge and an achievement, and they write about those in alignment with our seven standards. The personal aspect of reflection comes right at the end of their clinical placement, where they're invited to write a short reflection.

They can use the headings to guide their work to describe their overall experience of their placement. I read Reflections on clinical aspects about how exciting it was to do an accurate manual blood pressure on a real person for the very first time, or how they felt they were learning how to develop therapeutic relationships. As I sat with family members while their patients were in theatre. So it's been a really valuable experience for them. I also use a model in my workshops, so prior to placement I will always lead activities with three questions that align with the model.

So by the time they get to really digging into what reflection looks like for them, we've already been doing it, but they haven't necessarily known they've been doing it. What I've learned through teaching reflection is that every single one of our students does it. They know how to do it, but it's not necessarily done in a structured way. And they often allow emotions to overtake what actually happened and seeing them grow and learn personally and professionally is a real joy and a delight. And I've had the pleasure and privilege of working with some fantastic clinicians who are able to reflect on their practice on the ward and reflect personally in the tea room. It's a very rewarding experience.

The advice that I would like to offer to any educator who would really be interested in embedding reflection into their subjects is to meet the students where they are, not where you think they ought to be. There are some incredible models of reflection out there, and we may personally resonate with one or more of them. I know that I do, but these models may also overwhelm, confuse and put students off reflection. We want them to engage with reflection. We want them to love it. So pick the model that resonates with them, meet them where they are.

Reflective prompts adapted from Rolfe et al.’s (2001) model of critical reflection.

• … happened today?
• … was my initial reaction?
• … were the reactions of others?
• … was the problem or issue?
• … was good or challenging about the experience?
• … feelings did it bring up for me?
• … was I expecting?
• … does this teach me about myself?
• … does this teach me about my knowledge or skills to respond to the situation and to others?
• … literature/ scholarship/ theories/ standards align to or explain this experience?
• … should I have done differently to make it better?
• … do I know about myself that will inform my career?
• … do I know about myself that shapes my perceptions of my strengths and interests?
• … do I need to do to improve my behaviour/ knowledge/ skills for the future?
• … steps shall I take to advance my career?
• … steps shall I take to source others who can help me?

Borton, T. (1970).  Reach, touch, and teach; student concerns and process education.  New York, Mcgraw-Hill

Driscoll, J. (2007).  Practising Clinical Supervision: a Reflective Approach for Healthcare Professionals (2nd ed). Edinburgh, Baillière Tindall Elsevier

Rolfe., G et al. (2001) Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke, Palgrave Macmillan

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WS1006 Self in Professional Helping Guide: Reflective Writing Exemplar

• 1. Getting Started
• 2. Finding Information
• 3. Effective Reading
• 4. Reflective Writing
• 5. Referencing
• Reflective Writing Exemplar
• Case Study Response

Warning: This is a past WS1006 critically reflective writing task essay. Assignment task requirements may have changed since this was written, but it continues to provide a good example of what a critically reflective writing task response could look like.

Instructions: Mouse over the text below to see annotations giving explanations and information on the writing process, parts of a blog post, in-text citations and referencing.

An exercise of critial reflection in informal helping

Description

Action Plan

References Some good information sources have been used in this essay. The author is clearly trying hard with his/her APA references and in-text citations – still some work to do to get them right.

Grade: High Distinction

• << Previous: 5. Referencing
• Next: Case Study Response >>
• Last Updated: Apr 3, 2024 11:31 AM
• URL: https://libguides.jcu.edu.au/WS1006

How to Write a Reflective Essay?

07 August, 2020

17 minutes read

Author:  Elizabeth Brown

A reflective essay is a personal perspective on an issue or topic. This article will look at how to write an excellent reflexive account of your experience, provide you with reflexive essay framework to help you plan and organize your essay and give you a good grounding of what good reflective writing looks like.

What is a Reflective Essay?

A reflective essay requires the writer to examine his experiences and explore how these experiences have helped him develop and shaped him as a person.  It is essentially an analysis of your own experience focusing on what you’ve learned.

Don’t confuse reflexive analysis with the rhetorical one. If you need assistance figuring out how to write a rhetorical analysis , give our guide a read!

Based on the reflective essay definition, this paper will follow a logical and thought-through plan . It will be a discussion that centers around a topic or issue. The essay should strive to achieve a balance between description and personal feelings.

It requires a clear line of thought, evidence, and examples to help you discuss your reflections. Moreover, a proper paper requires an analytical approach . There are three main types of a reflective essay: theory-based, a case study or an essay based on one’s personal experience.

Unlike most academic forms of writing, this writing is based on personal experiences and thoughts. As such, first-person writing position where the writer can refer to his own thoughts and feelings is essential. If the writer talks about psychology or medicine, it is best to use the first-person reference as little as possible to keep the tone objective and science-backed.

To write this paper, you need to recollect and share personal experience . However, there is still a chance that you’ll be asked to talk about a more complex topic.

By the way, if you are looking for good ideas on how to choose a good argumentative essay topic , check out our latest guide to help you out!

The Criteria for a Good Reflective Essay

The convention of an academic reflective essay writing will vary slightly depending on your area of study. A good reflective essay will be written geared towards its intended audience. These are the general criteria that form the core of a well-written piece:

• A developed perspective and line of reasoning on the subject.
• A well-informed discussion that is based on literature and sources relevant to your reflection.
• An understanding of the complex nuance of situations and the tributary effects that prevent them from being simple and clear-cut.
• Ability to stand back and analyze your own decision-making process to see if there is a better solution to the problem.
• A clear understanding of h ow the experience has influenced you.
• A good understanding of the principles and theories of your subject area.
• Ability to frame a problem before implementing a solution.

These seven criteria form the principles of writing an excellent reflective essay.

Still need help with your essay? Handmade Writing is here to assist you!

What is the Purpose of Writing a Reflective Essay?

The purpose of a reflective essay is for a writer to reflect upon experience and learn from it . Reflection is a useful process that helps you make sense of things and gain valuable lessons from your experience. Reflective essay writing allows you to demonstrate that you can think critically about your own skills or practice strategies implementations to learn and improve without outside guidance.

Another purpose is to analyze the event or topic you are describing and emphasize how you’ll apply what you’ve learned.

How to Create a Reflective Essay Outline

• Analyze the task you’ve received
• Read through and understand the marking criteria
• Keep a reflective journal during the experience
• Use a reflective framework (Schon, Driscoll, Gibbs, and Kolb) to help you analyze the experience
• Create a referencing system to keep institutions and people anonymous to avoid breaking their confidentiality
• Set the scene by using the five W’s (What, Where, When, Who and Why) to describe it
• Choose the events or the experiences you’re going to reflect on
• Identify the issues of the event or experience you want to focus on
• Use literature and documents to help you discuss these issues in a wider context
• Reflect on how these issues changed your position regarding the issue
• Compare and contrast theory with practice
• Identify and discuss your learning needs both professionally and personally

Don’t forget to adjust the formatting of your essay. There are four main format styles of any academic piece. Discover all of them from our essay format guide!

Related Posts: Essay outline | Essay format Guide

Using Reflective Frameworks

A good way to develop a reflective essay plan is by using a framework that exists. A framework will let help you break the experience down logical and make the answer easier to organize. Popular frameworks include: Schon’s (1983) Reflection in action and reflection on action .

Schon wrote ‘The Reflective Practitioner’ in 1983 in which he describes reflection-in-action and reflection-on-action as tools for learning how to meet challenges that do not conform to formulas learned in school through improvisation.  He mentioned two types of reflection : one during and one after. By being aware of these processes while on a work-experience trail or clinical assignment you have to write a reflective account for, you get to understand the process better. So good questions to ask in a reflective journal could be:

<td “200”>Reflection-pre-action <td “200”>Reflection-in-action <td “200”>Reflection-on-Action<td “200”>What might happen? <td “200”>What is happening in the situation? <td “200”>What were your insights after?<td “200”>What possible challenges will you face? <td “200”>Is it working out as you expected? <td “200”>How did it go in retrospect?<td “200”>How will you prepare for the situation? <td “200”>What are the challenges you are dealing with? <td “200”>What did you value and why?<td “200”>  <td “200”>What can you do to make the experience a successful one? <td “200”>What would you do differently before or during a similar situation?<td “200”>  <td “200”>What are you learning? <td “200”>What have you learned?

This will give you a good frame for your paper and help you analyze your experience.

Kolb’s (1984) Learning Cycle

Kolb’s reflective framework works in four stages:

• Concrete experience. This is an event or experience
• Reflective observation. This is reflecting upon the experience. What you did and why.
• Abstract conceptualization. This is the process of drawing conclusions from the experience. Did it confirm a theory or falsify something? And if so, what can you conclude from that?
• Active experimentation. Planning and trying out the thing you have learned from this interaction.

Gibb’s (1988) Reflection Cycle

Gibbs model is an extension of Kolb’s. Gibb’s reflection cycle is a popular model used in reflective writing. There are six stages in the cycle.

• Description. What happened? Describe the experience you are reflecting on and who is involved.
• Feelings. What were you thinking and feeling at the time? What were your thoughts and feelings afterward?
• Evaluation. What was good and bad about the experience? How did you react to the situation? How did other people react? Was the situation resolved? Why and how was it resolved or why wasn’t it resolved? Could the resolution have been better?
• Analysis. What sense can you make of the situation? What helped or hindered during the event? How does this compare to the literature on the subject?
• Conclusion. What else could you have done? What have you learned from the experience? Could you have responded differently? How would improve or repeat success? How can you avoid failure?
• Action plan. If it arose again what would you do? How can you better prepare yourself for next time?

Driscoll’s Method (1994) and Rolfe et al (2001) Reflexive Learning

The Driscoll Method break the process down into three questions. What (Description), So What (Analysis) and Now What (Proposed action). Rolf et al 2001 extended the model further by giving more in-depth and reflexive questions.

• What is the problem/ difficulty/reason for being stuck/reason for feeling bad?
• What was my role in the situation?
• What was I trying to achieve?
• What actions did I take?
• What was the response of others?
• What were the consequences for the patient / for myself / for others?
• What feeling did it evoke in the patient / in myself / in others?
• What was good and bad about the experience?
• So, what were your feelings at the time?
• So, what are your feelings now? Are there any differences? Why?
• So, what were the effects of what you did or did not do?
• So, what good emerged from the situation for yourself and others? Does anything trouble you about the experience or event?
• So, what were your experiences like in comparison to colleagues, patients, visitors, and others?
• So, what are the main reasons for feeling differently from your colleagues?
• Now, what are the implications for you, your colleagues and the patients?
• Now, what needs to happen to alter the situation?
• Now, what are you going to do about the situation?
• Now, what happens if you decide not to alter anything?
• Now, what will you do differently if faced with a similar situation?
• Now, what information would you need to deal with the situation again?
• Now, what methods would you use to go about getting that information?

This model is mostly used for clinical experiences in degrees related to medicine such as nursing or genetic counseling. It helps to get students comfortable thinking over each experience and adapting to situations.

This is just a selection of basic models of this type of writing. And there are more in-depth models out there if you’re writing a very advanced reflective essay. These models are good for beginner level essays. Each model has its strengths and weaknesses. So, it is best to use one that allows you to answer the set question fully.

This written piece can follow many different structures depending on the subject area . So, check your assignment to make sure you don’t have a specifically assigned structural breakdown. For example, an essay that follows Gibbs plan directly with six labeled paragraphs is typical in nursing assignments. A more typical piece will follow a standard structure of an introduction, main body, and conclusion. Now, let’s look into details on how to craft each of these essay parts.

How to Write an Introduction?

There are several good ways to start a reflective essay . Remember that an introduction to a reflective essay differs depending on upon what kind of reflection is involved. A science-based introduction should be brief and direct introducing the issue you plan on discussing and its context.

Related post: How to write an Essay Introduction

For example, a nursing student might want to discuss the overreliance on medical journals in the industry and why peer-reviewed journals led to mistaken information. In this case, one good way how to start a reflective essay introduction is by introducing a thesis statement. Help the reader see the real value of your work.

Do you need help with your thesis statement? Take a look at our recent guide explaining what is a thesis statement .

Let’s look at some reflective essay examples.

‘During my first month working at Hospital X, I became aware just how many doctors treated peer-views journal articles as a gospel act. This is a dangerous practice that because of (a), (b) and (c) could impact patients negatively.’

The reflective essay on English class would begin differently. In fact, it should be more personal and sound less bookish .

How to Write the Main Body Paragraphs?

The main body of the essay should focus on specific examples of the issue in question. A short description should be used for the opener. Each paragraph of this piece should begin with an argument supporting the thesis statement.

The most part of each paragraph should be a reflexive analysis of the situation and evaluation . Each paragraph should end with a concluding sentence that caps the argument. In a science-based essay, it is important to use theories, other studies from journals and source-based material to argue and support your position in an objective manner.

How to Write the Conclusion?

A conclusion should provide a summary of the issues explored, remind the reader of the purpose of the essay and suggest an appropriate course of action in relation to the needs identified in the body of the essay.

This is mostly an action plan for the future. However, if appropriate a writer can call readers to action or ask questions. Make sure that the conclusion is powerful enough for readers to remember it. In most cases, an introduction and a conclusion is the only thing your audience will remember.

Reflective Essay Topics

Here are some good topics for a reflective essay. We’ve decided to categorize them to help you find good titles for reflective essays that fit your requirement.

Medicine-related topics:

• Write a reflective essay on leadership in nursing
• How did a disease of your loved ones (or your own) change you?
• Write a reflection essay on infection control
• How dealing with peer-reviewed journals interrupts medical procedures?
• Write a reflection essay about community service
• Write a reflective essay on leadership and management in nursing

Topics on teamwork:

• Write a reflective essay on the group presentation
• What makes you a good team player and what stays in the way of improvement?
• Write a reflective essay on the presentation
• Write about the last lesson you learned from working in a team
• A reflective essay on career development: How teamwork can help you succeed in your career?

Topics on personal experiences:

• Write a reflective essay on the pursuit of happiness: what it means to you and how you’re pursuing it?
• Write a reflective essay on human sexuality: it is overrated today? And are you a victim of stereotypes in this area?
• Write a reflective essay on growing up
• Reflective essay on death: How did losing a loved one change your world?
• Write a reflective essay about a choice you regret
• Write a reflective essay on the counseling session

Academic topics:

• A reflective essay on the writing process: How does writing help you process your emotions and learn from experiences?
• Write a reflective essay on language learning: How learning a new language changes your worldview
• A reflective essay about a choice I regret

Related Posts: Research Paper topics | Compare&Contrast Essay topics

Reflective Essay Example

Tips on writing a good reflective essay.

Some good general tips include the following:

As long as you use tips by HandMade Writing, you’ll end up having a great piece. Just stick to our recommendations. And should you need the help of a pro essay writer service, remember that we’re here to help!

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Writing a Research Using Rolfe Reflective Model Research Paper

Introduction, reflection on the literature review, choosing an appropriate research topic and research question, identifying an appropriate scientific methodology, data collection techniques, data analysis.

The process of creating the research proposal will be evaluated using the Rolfe reflective model, which has three major steps; that is, what, so what and now what. First, one must determine what the problem, difficulty, situation, or achievement is in a project; this is a descriptive reflective level. Thereafter, one must establish what the issue teaches implies or means. In other words, it is necessary to analyze what one has learned from the process on a theoretical level. Step two may entail deducing the attitudes, actions, relationships, and knowledge that apply to the situation. Finally, one ought to focus on action orientation. Here, one should carve out a strategy for improving outcomes in the future.

The Rolfe model in the literature review is as follows:

When carrying out a literature review, I started with the general topic of cloud computing and then narrowed it down to the research topic. I selected references based on their relatedness to the topic. To eliminate unnecessary work, I settled on authors who had a clear research problem. Furthermore, their research theories needed to resonate with approaches in my field of study. I also wanted to use documents that considered both aspects of the debate. Authors who were too convinced that cloud computing was synonymous with security threats or those who downplayed the importance of security threats were discarded. For journal articles, they needed to have logical arguments that could be well understood. They are also related to the research topic.

The main challenge of using such a rigorous approach was getting consistent themes from all the authors. The literature review needed to flow, so it took a lot of time to read through the documents before picking out the common themes. In addition to the above, plenty of information existed about cloud computing, so it was difficult to weed out the irrelevant pieces and stick to the ones that corresponded to the research question. Furthermore, the broad nature of the topic caused me to place disjointed ideas together in one paragraph. Additionally, the documents I selected for the study all supported my research thesis. No articles offered contrary opinions. My documents were merely collected based on the research topic. I did not make a concept map or diagrammatic illustration of what needed to be done.

In the future, it will be useful to have a concept map that would narrow down the research topic appropriately and conveniently. Additionally, this approach will assist in making the literature review coherent and connected. In line with the latter idea, I should probably place one idea in one paragraph. This can be achieved by identifying the overall direction of the literature and then relating it to what different sources are saying about it. I also need to mind the connection between ideas in my literature review by having an overall story, which I should be elaborating on. I could also enrich future literature reviews by adding sources that do not support the research thesis. In my work, I assumed that security threats are a menace in cloud computing; however, other writers believe that security threats created by the platform are too insignificant to neutralize the benefits created by cloud computing. Consequently, I should include divergent views on the topic. In the future, it will also be wise to focus exclusively on relevant literature. Some of the documents in the piece were too descriptive and they merely mentioned aspects of the research. I need to evaluate, criticize, and even compare different writings on the topic to come up with a comprehensive literature review. I should also have a strong thesis statement in my writing that will guide me throughout the literature review. Nonetheless, I need to keep up with the approach I used to analyze the credibility of peer-reviewed journals as well as other pieces of literature on the research topic.

The three steps of the Rolfe model on the research question is as follows:

I gathered information in the subject area and then set out to establish a research topic. I realized that my topic needed to be relatively narrow. As a result, I had to focus on a geographical area that was reasonable for the time limit of the research. First, I had the general idea of cloud computing. Background research and preliminary reports revealed that lots of researchers are currently working on the subject matter. Some of them are discussing the impact of cloud computing on organizations while others are focusing on architecture and other prerequisites to making cloud computing work for organizations. Others prefer to evaluate the returns of using cloud computing. After examining most research on the topic, it came to my attention that most of the pieces rarely focused on security threats. Furthermore, those that did often mentioned them in passing. However, because the research topic needed to cover a reasonable geographical area, then I had to narrow it down to the US. This was the process by which I came up with the research topic “security threats associated with cloud computing in US firms.”

On the flip side, I spent a lot of time coming up with this research topic. Furthermore, it took too long to narrow it sufficiently, as I had several alternatives to select. Some of the options I had included “Can cloud computing impede organizational functioning?” or “What are the negative consequences of cloud computing?” I did not manipulate keywords to reveal different kinds of information, and this may have undermined the depth of my paper.

The nature of the approach I used was a compromise between a broad topic and a specific one. If I had selected a very narrow topic, then it would have been difficult to find supporting information for my area of interest. On the other hand, if it has been too broad, then chances are that I would not give it the coverage it deserves in a small research project. I may not have paid attention to the way I phrased my research question, but I now realize that using words such as how, why, what, and when can determine the outcome of one’s research. Many theorists believe that research questions starting with why and how are often broad and yield substantial research material than those that start with when, where, what and who. However, ‘what’ can either yield a broad research area or a narrow one depending on how one phrases the question. If the answer will lead to the identification of only one entity, then the researcher should use another word. Conversely, the research question ought to be phrased in a manner that would not provide a simple answer, and this is what I tried to do when choosing my research topic.

In the future, it will be useful to have a concept map that will assist me in making the research topic narrow. Just like the literature review, the concept map will assist in the generation of ideas for the research topic as well as the connection of the various research ideas together. It will also be useful to work hand in hand with members of staff in the school library as well as my classmates as they may have good ideas on how to phrase my research questions appropriately. I should also work with keywords and utilize Google function more efficiently as this will assist in saving time. For instance, paraphrasing keywords will assist in getting new research materials and establishing gaps in current literature. The dictionary would be a good place to start when paraphrasing these words. While security threats in cloud computing may be an interesting topic, I feel that more engaging topics exist in the field. In the future, it will be wise to come up with research topics that interest me. This will probably keep me motivated to complete the assignment. It will also help if I develop a tolerance for uncertainty at the preliminary stage of the research. Instead of looking for answers at the onset, it will be helpful to keep an open mind and embrace changes as I move along. A good idea would be to ask me what kind of information I need and then use this as a guide to developing the research question.

It will also be crucial to consider the wording of my research topic. Words like ‘what’ tend to yield overly descriptive work. I should consider the wording of my research topic in a manner that forms relationships between certain phenomena or variables. Productive researches often encompass balanced perspectives after reading a lot of material in related items. It will be necessary to obtain sufficient information before the development of any topic phrases in the future.

The Rolfe reflective model for scientific methodology is as follows:

The scientific methodologies I could select were either qualitative or quantitative research. I considered the fact that quantitative research yields numerical data and vice versa for qualitative research. The latter focuses on verbal, interpretive, and diagnostic work. My research question required a detailed description of security threats, so it was imperative to adopt such an approach. I could not select experimental methods because of ethical considerations and logistical challenges. I also eliminated observational research because this was not a precursor to another experiment that related to the same. Therefore, I had to contend with opinion-based research as it was the only avenue that was feasible for my research. The major problem was I did not clearly define which scientific approach I was using in the proposal.

My focus on the research collection methods prevented me from talking about the research design in-depth and clarifying the point of view that I was assuming in the research. Additionally, I was too descriptive in the analysis, and this neutralized the analytical nature of my scientific viewpoint. Most of the sections in the paper did not talk about the flaws in the research design, so this made the paper appear as though it did not have a balanced perspective.

In the future, it will be essential to identify the research paradigm and the scientific backing for my choices. Besides this, I need to be less descriptive in the section and talk about the scientific concepts of falsifiability or generalization.

The Rolfe reflective model for data collection is as follows:

When selecting the data collection techniques, I had a choice of several research methods. To come up with the most appropriate responses, I stuck to the ones that were compatible with my research question. It was also essential for me to consider methods that had relatively few shortcomings. My first choice was the survey, which is suitable for my research method as it was partly quantitative. However, it required a lot of logistical input and could not determine the complex security issues that some organizations encounter when using cloud computing. Observational methods were also a possible alternative as they entail getting the first-hand experience of the phenomenon. However, I abandoned the idea because it is not possible to observe the phenomenon of security threats in person. I could have used literature reviews as a method of data collection as it entails a broad array of perspectives. On the other hand, it would not have yielded original material. I was, therefore, left with the interviews as my last alternative. I found out that it would provide me with rich and insightful information. Furthermore, it could be applied to relatively small sample size. The shortfalls that were associated with interviews could be easily overcome using rigorous data analysis techniques and accurate data sampling.

The approach used for the analysis was probably an appropriate one in the selection of the data collection methods. However, I did not mention the reason why all the research methods were not included. Aspects of budget, time, and disciplinary issues were not covered. Furthermore, I did not give an in-depth explanation of how these data collection techniques applied to the research. I should also have chosen the most predominant form of data collection in the discipline. It would make sense to mirror this approach as previous researchers have tangible explanations for selecting such methods.

In the future, it will be necessary to focus on how each data collection technique applies to the research topic. The data collection section should not be overly descriptive, yet mine was. I need to ensure that my choices also relate to the preferred method of data collection in the discipline of cloud computing.

The Rolfe reflective model for data analysis is as follows:

In this section, I selected the method of coding as it corresponded to the interview techniques that I was going to use. I centered largely on the focus groups. However, no mention was made about the quantitative data that would be collected using structured interviews. This was a serious flaw in my research proposal. Additionally, I did not dwell on how the method of coding would be directly applied to my research question. There was no mention of some sample questions or any other approach that would lead to the development of a thorough research design. Furthermore, I did not follow a rigorous procedure for selecting my data analysis techniques. No mention was made of the nature of statistical software I would use, even if it was excel.

Likely, I did not talk about the quantitative aspect of data analysis because I did not go back to the research question as well as the data collection techniques. I may have been overwhelmed by the analytical techniques and rigorous methods used in coding data and this may have caused me to downplay the usefulness of statistical methods in the quantitative section. I was limited by the lack of specific data that would have determined the overall direction of the research. I may have ignored aspects of statistical analysis because I assumed that excel would be sufficient to do everything. However, even if this is true, for my case, I should have given some samples of the approach I would use in the study.

In the future, it will be insightful to always focus on the research question as well as the selected data analysis techniques. One must take the time to elaborate on how the data obtained through all methods will be analyzed. In the future, it would also be more insightful to create some sample data that would give me a rough idea about the nature of data that applies to my analysis. It would probably be effective to look at researches that used my kind of approach to get a typical sample. I should also differentiate between categorical, interval, or ordinal data as each would require a different analytical technique. Therefore, the research proposal should contain a sample of the structured interviews as this would give a tangible direction on how to analyze the data. It would be quite useful to be open to the possibility of analytical limitations in excel. Further, these techniques all relate to the nature of data as well as the design to be used in the research.

Overall, the research proposal was an amalgamation of all the research conducted throughout the course. Because of competing interests between my research area and the recommended approaches to research proposal writing, I had to leave out certain parts. These choices may have compromised the quality of my research proposal because I misfired in critical aspects of the paper. For instance, my literature review and research questions were not as comprehensive as they ought to be because I did not do concept-mapping or proper keyword-searching. Additionally, my methodology and data collection sections were too descriptive because I did not stick to my research question. Those sections contained general information rather than specific descriptions of how the research design applies to my topic. Furthermore, the data collection section had no mention of the quantitative aspect of the research. This also stemmed from the lack of a systematic examination of my research objectives.

In the future, I will benefit greatly from having a strong research thesis that will guide me throughout the research. It will also be necessary to make my literature review coherent and thematic. Furthermore, I should work on balancing perspectives in the literature review. It will be imperative to consider the wording of the research topic and the paraphrasing of keywords. I would write better researches if I use a research paradigm and talk about scientific concepts like a generalization. I should also refrain from being too descriptive in different sections of the research proposal, especially the data collection and data analysis sections.

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IvyPanda. (2024, February 8). Writing a Research Using Rolfe Reflective Model. https://ivypanda.com/essays/writing-a-research-using-rolfe-reflective-model/

"Writing a Research Using Rolfe Reflective Model." IvyPanda , 8 Feb. 2024, ivypanda.com/essays/writing-a-research-using-rolfe-reflective-model/.

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1. IvyPanda . "Writing a Research Using Rolfe Reflective Model." February 8, 2024. https://ivypanda.com/essays/writing-a-research-using-rolfe-reflective-model/.

Bibliography

IvyPanda . "Writing a Research Using Rolfe Reflective Model." February 8, 2024. https://ivypanda.com/essays/writing-a-research-using-rolfe-reflective-model/.

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Rolfe’s Reflective Model Sample

Published by Robert Bruce at April 18th, 2023 , Revised On February 2, 2024

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A Reflective Essay using Rolfe’s Reflective Model to Reflect on your Role as a Student Nurse in Medicine Management

Introduction.

The current reflective essay is based on my experience as a student nurse in the application of evidence-based risk assessment tool for quality care to patients of different critical intensities. Evidence based risk assessment tool is a technique used in the provision of quality care and healthcare support which comprises preventive measures taken for patients, or diagnostics and prognostic routes chosen and sometimes even in precision insurance medical decisions (James, 2013).

As per my understanding and my experiences from the evidence-based risk assessment tools, it helps reduce the associated risks to patients by minimising health impact, costs and issues related to legal and ethical concerns. Evidence based risk assessment tools as I have experienced help greatly in exploring the risk magnitude (RM) of different types of patients and assess the mortality prediction and predictable survival of the patient.

This aspect of the risk assessment was important for insurance approval for patients by the hospital. Again, in another aspect, these risk assessment tools also help in assessing the safety settings of the healthcare centre like risk assessment from patient fall evidence (Renfro and Fehrer, 2011; Waxman, 2010).

However, in nursing, I now believe that it is a very important tool for nurses to understand the patients’ conditions and help the specialists understand the patient’s condition or situation. In the following section, I have used Rolfe’s Reflective Model to present my experiences using evidence-based risk assessment tools while interning as a student nurse.

Rolfe’s reflective model

During my experience as a student nurse, out of most tasks I was involved in during the short period, using the evidence-based risk assessment tool was the most critical medicine management process I had encountered. The medicine management system as we know in nursing is the critical process of assessing, controlling and monitoring the medication system for improved performance and quality care (Zipkin et al. 2014).

Evidence based risk assessment tool is an important part of medicine management because it involves assessing the risks of the patients based on evidence of the history of the patient or similar conditions in the past from another patient. The evidence based risk assessment tool also helps in the assessment of the condition of the patient like allergies to certain medications, the criticalness of the patients, the survival chances of the patient, and predicting the treatment efficacy for those critical patients only.

Another technical aspect of these tools is that the hospital setting has also used them for determining the insurance eligibility of patients, these tools have certain measures for each of the medical condition of the patient and using this knowledge and assessment the eligibility of the patient to avail insurance to reduce costs of treatment are used (Nelson et al. 2021).

The evidence.nhs.uk, (2020) or NHS has developed multiple evidence-based tools for risk assessment of the patients using sound methodological and procedural basis and investigative methods to assess the patients’ conditions and improve the provision of quality medical care. Since the NHS has made it mandatory for all healthcare settings to apply risk assessment tools for all types of conditions and settings thus it has become an important activity.

During my experience, I learned how to use and develop a risk assessment tool with the help of a head nurse and another midwife with whom I had to partner during my internship as a student nurse. They taught me how to use different types of tools and their applications. The nurses in the healthcare setting had a format for using the tools that allowed them to rate the patient’s conditions and gather information on the patient’s history.

It further helps the emergency doctors and other specialised doctors better understand the patients to have the correct route for prognosis and diagnosis. I believe with the help of this personal and in-depth association I gained some knowledge on how to investigate patient histories and conditions to effectively use the evidence-based risk assessment tools. This I can further relate to one of the cases that I handled. The case was the patient had a previous history of allergies from certain medications. This was put into the risk assessment tool that helped the doctor approach a different route for medication and treatment of the patient (Westbrook et al. 2011).

My involvement as a student nurse in applying evidence-based risk assessment tools helped me gain knowledge on different aspects like how to investigate the patients and gain information on the patient conditions and history. In one of the areas of risk assessment i.e. to mitigate the fall risk of critical patients, I learnt to use the Morse Fall Scale and the Hendrich II Fall Risk Model that is generally used by the nurses in the hospital setting to reduce the cases of patient falls from trips and involuntary patient actions (Higaonna, Enobi, and Nakamura, 2017).

While using the Morse Fall Scale and the Hendrich II Fall Risk Model, I learnt that these risk scoring tools have different categories that can be used to understand the condition of the patient and based on the risk score the patients are given more care and assistance to ensure that there is low risk to fall. For instance, I understood that these tools use and gather information on the patient’s conditions like confusion or disorientation and depressive state and dizziness of the patient and types of drugs like consumption of benzodiazepines and others.

Patients taking benzodiazepines need special care and support because they risk falling when they move without the assistance of a nurse or other family member. Other information gathered from these assessment tools is the patient’s condition like the use of cane or sticks to move, medical condition of the patient, mental condition of the patient and others (Han et al. 2017).

I also discovered that these scoring tools have various classifications that can be utilised to comprehend the state of the patient and dependent on the danger score the patients are given more consideration and help to guarantee that there is generally safe to fall. I also discovered that these instruments use and assemble data on the patient conditions.

By considering these situations and patient scores, better care and support can be provided. Therefore, this process also helped me acquire information on various viewpoints like exploring the patients and gaining data on the patient conditions and history. Furthermore, considering the tools used in risk assessment are not limited to fall assessments but also enable ethical generation for patient treatment (Ondrusek et al. 2015).

In this regard, I can link my skill development experiences whereby I learnt that ethical provision of care is very important and this includes informing the outcomes of the risk assessment and the possible treatment and effectively communicating all the outcomes from the risk assessment of the patient to other specialists as well for effective treatment routes.

Linking my learning to that of Kaya, Ward, and Clarkson, (2019) current risk assessment practice in hospitals there is still a major gap in the risk assessment guidance for using tools to mitigate the risks of wrongful medication or wrongful diagnosis of the patients rising for poor assessment of patient conditions and risks.

Even though the National Health Service in England (NHS England) has developed multiple systems that allow the risk assessment for patients concerning patient compliances, ethical medical practices, treatment processes and patient care and improvement of the patient’s quality care.  There is a significant gap in the effectiveness of applying these tools.

It may be because there are different tools that each of the hospitals uses. Like in my case, as I mentioned, the hospital used two different tools for fall risk assessment of the patients like the Morse Fall Scale and the Hendrich II Fall Risk Model. This resulted in different risk scores by different nurses or the authorised personnel.

Based on these aspects I can say that there is a significant gap in effective evidence based risk assessment tools as hospitals develop or adapt to existing ones based on feasibility and the risk assessment guidelines by the NHS England. Therefore, I believe that the Nursing and Midwifery Council must develop and upgrade its existing risk assessment tools meant for the nurses to use so that a single method of the risk assessment tool is used for different conditions of the patients and improve the patient care.

Applying singular methods or multidimensional risk assessment tools may improve the medical care and medical care support which involves preventive measures taken for patients, or diagnostics and prognostic courses picked, and now and then even inaccuracy protection clinical choices. Furthermore, using a multidimensional and unified use of the risk assessment instruments will help decrease the related dangers to patients by limiting wellbeing effects, expenses, and issues identified with legitimate and moral concerns.

These evaluation tools as I have encountered help extraordinarily in investigating the risk assessments of various kinds of patients and survey the mortality forecast and unsurprising patient endurance. This significant part of the medication the board since it implies surveying the dangers of the patients dependent on proof of the previous history of the patient or comparable conditions in the past from another patient.

The risk appraisal device likewise helps in the evaluation of the state of the patient like sensitivities to specific drugs, the criticalness of the patients, the endurance odds of the patient, and anticipating the treatment adequacy for those basic patients as it were. Applying unified, flexible and multidimensional risk assessment tools will help the nurses moderate the tools as needed for the different conditions of patients and mitigation of risks (Ondrusek et al. 2015).

I believe I was limited to using only fall-related risk assessment tools like Morse Fall Scale and the Hendrich II Fall Risk Model. There are many other risk assessment tools developed for patients suffering from different conditions like patients with severe diabetic conditions and cardiac issues. There are different evidence-based risk assessment tools for these patients.

Therefore, I believe one of the most important skills and knowledge I need to gain is investigating and using them in other conditions. I also have to learn about the application of these tools using technical tools that help in the evaluation of the state of the patient like hypersensitivities to specific drugs, the criticalness of the patients, the endurance odds of the patient, and anticipating the treatment viability for those basic patients as it were.

Another specialised part of these apparatuses is that the emergency clinic setting has likewise utilised them for deciding the protection qualification of the patients, these devices have certain actions for every one of the ailments of the patient and utilising this information and appraisal the qualification of the patient to profit protection to diminish expenses of treatment are utilised.

For instance, the NHS has developed different risk assessment tools for patients suffering from psychiatric and other healthcare issues. I will learn and read these risk assessment tools and understand how they are used or the importance of these tools using literature studies. By interning more in the area of risk assessment for medicine management, it will help me to learn about different numerous other danger evaluation instruments produced for patients experiencing various conditions like patients with extreme diabetic conditions and cardiovascular issues and for these patients, there are diverse risk appraisal tools or measuring systems.

Consequently, I believe engaging more in learning these risk tools will improve my abilities and the information I need to acquire is how to examine and utilise them in different conditions. I need to find out about the utilisation of these instruments that assist in the assessment of the patient’s condition like hypersensitivities to explicit medications, the criticalness of the patients, the perseverance chances of the patient and expecting the treatment suitability for those fundamental patients figuratively speaking.

Another specific piece of these devices are that they have in like manner been used by the crisis facility setting for choosing the insurance capability of the patients, these gadgets have certain activities for all of the diseases of the patient and using this data and its evaluation, the capability of the patient to benefit security to lessen costs of treatment are used. As a student nurse, I plan to achieve these skills and improve through external engagement and internships at different clinical centres.

Evidence based risk assessment tool is the process of assessing the possible risks to patients and developing a route for the patients. There are different ways of providing care to patients and the main activity of the nurses in this case of using evidence based risk assessment tool is to gather first-hand information of the patients’ conditions, medical history like allergies and previous medications and health issues, as well as mental heal of the patients.

There are different types of risk assessment tools for different conditions of patients like psychological or cardiac patient risk assessment tools. In addition, these tools are also used to develop a predictive assessment of the patient’s survivability or death. Based on such outcomes, the route of medication and healthcare is decided. The nurses’ role in this aspect is to include these tools while investigating the patients’ conditions. This helps in effective medicine management by providing effective care and rightful medications and reducing risks of wrongful medications and others.

evidence.nhs.uk, 2020. Risk Assessment Guidelines . Available at https://www.evidence.nhs.uk/search?q=risk+assessment+guidelines .

Han, J., Xu, L., Zhou, C., Wang, J., Li, J., Hao, X., Cui, J., Shao, S. and Yang, N., 2017. Stratify, Hendrich II fall risk model and Morse fall scale were used to predict the risk of falling for elderly in-patients. Biomedical Research .

Higaonna, M., Enobi, M. and Nakamura, S., 2017. Development of an evidence‐based fall risk assessment tool and evaluation of interrater reliability and nurses’ perceptions of the tool’s clarity and usability.  Japan journal of nursing science ,  14 (2), pp.146-160.

James, J.T., 2013. A new, evidence-based estimate of patient harms associated with hospital care.  Journal of patient safety ,  9 (3), pp.122-128.

Kaya, G.K., Ward, J.R. and Clarkson, P.J., 2019. A framework to support risk assessment in hospitals.  International Journal for Quality in Health Care ,  31 (5), p.393.

Nelson, A.J., Ardissino, M., Haynes, K., Shambhu, S., Eapen, Z.J., McGuire, D.K., Carnicelli, A., Lopes, R.D., Green, J.B., O’Brien, E.C. and Pagidipati, N.J., 2021. Gaps in Evidence‐Based Therapy Use in Insured Patients in the United States With Type 2 Diabetes Mellitus and Atherosclerotic Cardiovascular Disease.  Journal of the American Heart Association ,  10 (2), p.e016835.

Ondrusek, N.K., Willison, D.J., Haroun, V., Bell, J.A. and Bornbaum, C.C., 2015. A risk screening tool for ethical appraisal of evidence-generating initiatives.  BMC medical ethics ,  16 (1), pp.1-8.

Renfro, M.O. and Fehrer, S., 2011. Multifactorial screening for fall risk in community-dwelling older adults in the primary care office: development of the fall risk assessment & screening tool.  Journal of Geriatric Physical Therapy ,  34 (4), pp.174-183.

Waxman, K.T., 2010. The development of evidence-based clinical simulation scenarios: Guidelines for nurse educators.  Journal of nursing education ,  49 (1), pp.29-35.

Westbrook, J.I., Rob, M.I., Woods, A. and Parry, D., 2011. Errors in administering intravenous medications in hospital and the role of correct procedures and nurse experience. BMJ quality & safety ,  20 (12), pp.1027-1034.

Zipkin, D.A., Umscheid, C.A., Keating, N.L., Allen, E., Aung, K., Beyth, R., Kaatz, S., Mann, D.M., Sussman, J.B., Korenstein, D. and Schardt, C., 2014. Evidence-based risk communication: a systematic review.  Annals of internal medicine ,  161 (4), pp.270-280.

Frequently Asked Questions

How to use rolfe’s reflective model in reflective essay writing.

Rolfe’s reflective model can be used in reflective essay writing by following these steps:

• Describe an experience
• Analyze feelings and thoughts
• Evaluate the experience
• Identify future actions.

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Reflective Frameworks & Models

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There are many reflective frameworks to choose from. The University of Hull has a comprehensive guide on some of the most popular models. When selecting a framework, look at your brief, your word count, and the strengths and weaknesses of each model. You can also justify why you chose the model in the introduction to your essay. This evidences your critical thinking. 

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Reflective writing: Reflective frameworks

• What is reflection? Why do it?
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“A framework ... can help you draw out the learning points from an experience by using a systematic approach” Williams et al., Reflective Writing

There are many frameworks for reflective writing. Being aware of these frameworks (or 'models') can help you to maximise the learning from any experience you have. This is because they assist in the systematic deconstruction of experiences , helping you to ensure you ask the right reflective questions at each stage of an experience. This means frameworks of reflective practice can be used as a basis for the structure of a reflective essay.

Introduction to using frameworks of reflective practice

Often, reflective assessments will require you to use a framework or model for your reflection . Always ensure you read the assignment criteria carefully to make sure you are taking the right approach. You may be given a free choice on which framework to use, or you may be asked to choose from a selection. If you have to choose, you may need to justify your decision, but this is not always the case. Whatever your assignment asks you to do, you need to think critically about which model you use. This guide will later introduce you to the most common frameworks.

Frameworks of reflective practice

If your assignment requires you to make reference to a framework (or 'model') of reflective practice, you will need to choose a framework through which to structure your assignment. Each framework establishes a different approach to reflection and will require you to approach your writing differently. While not an extensive list, the reflective frameworks listed below are the most commonly used and each has its own page on this guide.

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