Successful healthcare professionals have unique capability of enhancing their lifelong learning in line of their duties. Continuing professional development is an essential attribute among the medical practitioners who need to keep themselves up to date to facilitate the quality of services they offer in ensuring wellbeing of the patients. Thus, scholars have identified a range of activities that can enable the clinicians and nurses to execute their CPD programs throughout their lifetime service delivery. For instance, they can adopt work base learning, clinical audit, distant learning or conduct research within their fields of operation. However, the most significant CPD intervention is critical incident analysis. The critical incident analysis employs the use of a model of reflection that offers guidance to an individual through structured process of contemplation. Through it, the health care personnel gains confidence in handling dilemmas and difficult decisions that befall them whenever they are undertaking their duties. Critical incident analysis has proven fruitful during professional practice and the understanding of legal and ethical implications within a doctor’s professional life.
The Significant Incident during Group Work and Presentation
The major incident during our group presentation was a disruptive noise from other group members. Initially, everything was in order especially during the preparation prior to the actual group presentation. Having been tasked to research on the Roles and Responsibilities of a Multidisciplinary team, we assigned ourselves selected topics. I chose to discuss the duties of Alcohol and Drug workers and describe how they link up their clients in the healthcare facilities. Personally, I was fully prepared and like the rest of the group members, we were ready for the actual presentation. As expected, we settled on one of our members to perform the introduction part. In essence, he was to highlight the discussion topic for the group and provide an insight about what each of us would do in the course of the presentation. The introduction section was well and successful. However, we began experiencing interference when the second group member was making his presentation of his chosen area of interest. The last two presenters were talking loudly that caused distraction of to the subsequent presenters.
Even though we managed to endure the interference and finished our presentation, we failed to articulate our ideas as we had earlier thought. My lecturer for instance, was quick to confirm his worries regarding the quality of our presentation. She had known us to be very potential but insisted we did not impressed. Being the third in line to present, the level of disruption had grown intensity hence undermining my extent of articulation. The noise had grown to the extent it became some serious obstacle. In the long run, I could feel how the talking tampered with my capability. Nevertheless, we all managed to complete the task despite the extent of hindrance our own members caused. Actually, the whole presentation was not the best of what I had intended to deliver. I became disoriented and this was entirely detrimental in nature.
Critical Incident Reflective Analysis
According to Sarah Bolton 2016, a critical incident analysis is the ability to reflect upon an event or situation in a manner likely to enable them to consider their action and consequences. Thus, it gives room for a person to contemplate over critical decisions that may help in saving someone’s life. The UK Essays publishers believe that critical incident reflective analysis is instrumental in whenever there is need to study an incident while using a model of reflection. As a result, it allows a person to evaluate and derive sensible information regarding the incident before making relevant conclusions about the learning outcomes (Helyer, pp 18, 2015). In fact, both the reflection as well as the reflective practice has become a common phenomenon in nursing as well as midwifery teaching. They are essential tools that have proven effective in enhancing learning in health care profession as it facilitates the integration of the theory and the practice in different contexts. For instance, in our case, the incident was the noise that emancipated from the last two group members. Studies have indicated that the absence of structure could result in students’ dissatisfaction or even psychological disturbance.
In particular, I will use Gibbs reflective writing cycle to facilitate my sequential and systematic thinking. In his article, Gibbs supplied six steps that would enhance the analysis of the major events. Besides, it is an efficient tool that can encourage the continuing professional development (CPD). The steps include: Description where the concerned personnel describes the events that occurred and how they happened. In the review of feelings, I will essentially highlight what I thought about the interference from the group members who were talking during the group presentation (Harrison & Lee, pp 200, 2011). Others include evaluation, analysis, and conclusion and action plan. In my view, the use of Gibbs cycle would provide an appropriate platform that can enhance vivid review of my experience during the presentation. Therefore, it will allow me to access an avenue through which I can relate the major occurrences and the possible causes while at the same time focus on the available solutions to such incidences.
As described earlier, the major incident was about the disruptive noise that originated during our group presentation. As other members continued to talk in the process of presentation, I lost my concentrated and eventually had poor quality presentation. Thus, I considered investigating what could facilitate such behaviors among my colleague students. As a result, my analysis involved the psychometric tests that investigates individual mental capabilities and as well as the behavioral styles. Prior to our group presentation, we had selection of members based on our out-of-class relationships. Indeed, we settled on those individuals who were generally close to us in one way or another (“Brookes.ac.uk., 2011”). Therefore, it provides a suitable model for psychometric analyses that have been designed to assess an individual’s suitability for any role – in this case, group discussion. In most cases, it depends on a person’s personality and cognitive abilities (aptitude).
Normally, the group discussion is a tool used to determine the general behavior tips among students. The most commonly tested traits include the listening skills, the social skills and the problem solving capability. In our case, we settled on Roles and Responsibilities of a Multidisciplinary Team (Helyer, pp 19, 2015). Like in job interviews, the group discussion involves an assessor – the lecturer who investigates the team members’ behavior and compares to what he or she considers as the standard one. Now, when my group members began talking during presentation, it raised several concerns regarding the first and second presenters. For instance, may be they were boring or were disorganized. Similarly, they could be taking longer time while presenting their selected sections. Thus, it initiates the feeling as expressed by our lecturer and myself.
Like my lecturer, I felt the noise disoriented and affected my capability to produce my best finding from the study. In essence, during the preparation for a group discussion, certain principles apply. For instance, any group member must contribute to the selected topic. Nearly all of us were vast in representing the group following our earlier preparation. During my turn, I felt like I had lost the grip of my body language (Helyer, pp 18, 2015). When the second group member had taken over, the last two people focused in talking among themselves in a loud a voice that distracted my concentration. In other words, I was unable to maintain my eye contact and failed to monitor my demonstrative capacities such us the use of gestures and nods of agreements. Honestly, I underperformed in major areas such as being able to communicate my points and team working. My fears were approved by my lecturer who confirmed our group did not deliver as expected. In fact, she indicated almost none of us managed to influence other students by persuading them to accept our view on the Roles and Responsibilities of a Multidisciplinary Team.
In my view, our group discussion failed due to two main issues. First, we hardly understood how to effectively manage conflicts among the members. As the second member was making his presentation, he developed a tendency of direct confrontation and name-calling with other group members. As a result of this conduct, the affected individuals began revolting by eliciting unnecessary discussion away from the topic (Panda, pp 65, 2004). In essence, we were supposed to allow every member an ample to speak and express themselves reliably. It is only through this that we would have avoided participating in aggressive and rude showmanship. Secondly, having been disoriented, I am sure I failed to manage well my time. I was generally confused and wanted a way of addressing the students without fueling more noise during my chance. In so doing, I concentrated in pleasing my fellow students other than focusing on my selected topic. Overall, the disturbance could also arise from the fact that our respective research areas had personal influence on other people. Touching on drug and alcohol abuse could appear as a target to the majority of students who have fallen victims of the menace. Thus, by discussing how the Alcohol and Drug Workers were able to link the clients to the healthcare facilities could as well be interpreted as a target to the addicts, some of whom were group members.
Nevertheless, despite the huddles we faced, we managed to eventually complete the presentation of our topic. Our success originated from several factors including being team players. As expected, group discussion exercises require deliberate agreement among members on certain issues (Helyer, pp 20, 2015). For example, we managed to assign each of us specific areas of research, identify the order through which we would present and availing ourselves to conclude on the findings. Such a team working environment provided confidence in some of our speakers and allowed them to learn new ideas in the process. Secondly, we included every member in identification and selection of the area of study as well as in ensuring each member selected an area of interest. It played a role in fostering our body language and communication skills necessary for scoring average grades.
As indicated previously, a critical incident refers to something that happens either positively or negatively thus forcing a person to rethink about it. For instance, in a healthcare setting, such events include medication errors or wrong diagnosis. In our case, the incident remains the disruptive noise that originated from some of the group members (Panda, pp 65, 2004). Therefore, the Critical Incident Analysis is a crucial aspect that can facilitate reflective learning or practice. It achieves this by enabling the students as well as the professionals to explore their reactions about certain topics. Other than playing a critical role in professional portfolio, the critical incident analysis can as well serve as a tool needed for evidence-based studies. In any way, it is a necessity both in learning and in practice.
Like a job market, learning is a dynamic process that keeps changing. Thus, for students to fit in the school life, they must embrace adaptive attributes needed for the changing roles. Thus, it requires continuous learning for one to remain relevant both at school and at work point. Every student needs to adopt the skill of being ready to learn at repeated intervals. Students can boost their reflective skills so that they can appreciate their experience through practice. It can be a significant intervention in that it allows them to foster the ongoing program based on the available information and the knowledge they have gained from their experience (Panda, pp 65, 2004). So far, studies have indicated that critical incident analysis is most effective when it involves other people so that there is efficient collaboration of ideas about how to improve performance. In our case, having a critical reflection and sharing about our findings was generally frightening and could possibly be the cause of talking among other group members. In fact, it was responsible for our feelings of vulnerability to expose our thoughts as expected of us. Fortunately, working in group and having a network with other students offered the support we eagerly needed to help deal with our anxieties. Eventually, we learnt the art of listening to others and being able to act upon criticism.
The Action Plan
The major action plan should be based on teaching reflective skills both in academia as well as work-based learning programs. It has gained steady importance in developing strong professional beginnings especially in nursing and other health related courses. Furthermore, it has become apparent that the practice can generate effectiveness among work-based learners. For instance, I would initiate vital changes in the curriculum to help in capturing teaching of reflective skills. It can be possible making it a mandatory for students to compile reflective essays, portfolios, diaries and journals as part of their assignments (“Brookes.ac.uk., 2011”). Furthermore, I would ensure student handbooks contain information that could help other learners about how to implement reflection. For example, lecturers could use the induction sessions to describe the stories of successful students. Besides, the classes should also have periods when students are introduced to learning theories and styles, self-analysis of strength and weaknesses and meta-cognition attributes. Often, engagement in these aspects will enable students to write about their personal statements, something that could be important in the near future.
Furthermore, there is also need to establish work-based learning programs that covers active reflection in major modules. Thus, it can become a requisite for students to compile a series of short narrative statements that entail their reflection of their learning process both at school and at work. In fact, these activities will promote the development of reflective practitioners who are able to share their thoughts and situational analysis with their work colleagues. In my view, these interventions will eventually make it a norm for people, whether students or workers to constantly reflect, plan and develop based on their professional requirements (“Brookes.ac.uk., 2011”). Therefore, they will obviously adopt a culture of revisiting the manner in which activities need to be conducted other than remaining focused on the traditional routines. Essentially, there is need to implement models that would encourage teachers to give instructions to students to enable learners to reflect about what they have done or leaned. For instance, the use of Gibbs Cycle will enable learners to reflect on concrete experiences as well as abstract concepts about their lives. In reality, it will focus on the feelings, senses and thought processes of the students. As a result, it will provide an opportunity for them to be attentive to the information while using the same information to influence the lives of others.
Healthcare professionals are people whose daily lives involve actions that can determine whether their clients will live or perish. Ranging from wrong diagnosis to medication errors, the dangers could be detrimental to the wellbeing of patients. As a result, they are supposed to be in constant learning to identify the significant incident and reflect upon it to prevent further damage to human life. Using Gibbs Cycle as tool to enhance reflective learning, most of the professionals will develop a norm of reconsidering their steps other than depending on the old ways of doing things. The cycle provides sequences through which one can reflect on both the learning and job dynamics brought about by changes in the technology and global recession. The cycle gives the students a chance to describe what they consider as the critical incident, portray their feeling, perform an evaluation of its positive and negative impacts of the incident as well as to analyze the situation it presents in real life.
Brookes.ac.uk. (2011). Reflective writing: About Gibbs reflective cycle – Oxford Brookes University. [online] Available at: https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/
Harrison, J. and Lee, R. (2011). Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme. Journal of Education for Teaching, 37(2), pp.199-217.
Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), pp.15-27. Panda, S., 2004. Reflection and continuing professional development: implications for online distance learning. Indian Journal of Open Learning, 13(1), pp.63-78.