Practitioners are often required to use critical reflection, applying formal and explicit processes in order to establish details which would eventually help improve their current and future practice. For some, critical reflection includes well-structured and planned approaches which help individuals become reflective about their experiences in the practice. Critical reflection is even an imperative part of the practice in so many ways, especially as experts argue that when critical reflection is not practiced, individuals become trapped in their unexamined decisions, expectations, and actions (Finlay, 2008). Reflective practice is a major part of one’s professional identity, it is part of performance and acting on one’s reflective applications (McKay, 2008).
Within the healthcare practice, critical reflection has been highlighted as a significant and important skill in helping to achieve the necessary standards of professionalism among nurses and midwives (NMC, 2004). It has also become an important approach in increasing the coverage of continuing health education, work-based learning, as well as life-long education (NMC, 2004). Due to the increased focus on professional practice as well as education, it has become important to evaluate the reflective practice based on more practical applications, in this case, within the mental health setting. Dewey (1933) from the very start has identified how reflection is a specialised thinking exercise. It is an act which can come about due to doubt and hesitation relating to a situation or phenomenon. Such a situation can also trigger inquiry and problem resolution. Reflective practice veers individuals away from routine actions, instead, prompting more reflective and thoughtful action. Such conceptualization begins with experience, highlighting how individuals and practitioners learn by ...
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