Using the ‘me, my, more, must’ approach to learning

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British Journal of Healthcare AssistantsVol. 10, No. 9 ProfessionalUsing the ‘me, my, more, must’ approach to learningMark WareingMark WareingSearch for more papers by this authorMark WareingPublished Online:9 Sep 2016https://doi.org/10.12968/bjha.2016.10.9.446AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleUseful websitesDriscoll model of reflection: www.nottingham.ac.uk/nmp/sonet/rlos/placs/critical_reflection/models/driscoll.html Google ScholarGibbs model of reflection: www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/ Google ScholarJohns model of reflection: http://skillsforlearning.leedsbeckett.ac.uk/preview/content/models/04.shtml Google ScholarKolb model of reflection: http://mycourse.solent.ac.uk/mod/book/view.php?id=2732&chapterid=1112 Google ScholarReflective writing log examples: www.wlv.ac.uk/about-us/internal-departments/centre-for-lifelong-learning/research-and-development/historians-reflect/how-to-reflect/ Google Scholar References Atkins S, Murphy K (1993) Reflection: a review of the literature. J Adv Nurs 18: 1188–92 Crossref, Google ScholarBerwick D, National Advisory Group on the Safety of Patients in England (2013) A Promise to Learn – a Commitment to Act: Improving the Safety of Patients in England. Department of Health. www.gov.uk/government/publications/berwick-review-into-patient-safety (accessed 4 November 2015) Google ScholarBoud D, Keogh R, Walker D, eds (1985) Reflection: Turning Experience into Learning. Kogan Page, London Google ScholarDepartment of Health (2013) Patients First and Foremost: the Initial Government Response to the Report of the Mid-Staffordshire NHS Foundation Trust Public Inquiry. www.gov.uk/government/publications/government-initial-response-to-the-mid-staffs-report (accessed 4 November 2015) Google ScholarDriscoll J (2006) Practising Clinical Supervision: a Reflective Approach for Healthcare Professionals. 3rd edn. Bailliere Tindall, Edinburgh Google ScholarFrancis R (2013) Report of the Mid-Staffordshire Foundation NHS Trust public inquiry. www.midstaffspublicinquiry.com/report (accessed 4 November 2015) Google ScholarFrost N (2010) Professionalism and social change: the implications of social change for the ‘reflective practitioner’. In: Bradbury H, Frost N, Kilminster S, Zukas M, eds. Beyond Reflective Practice: New Approaches to Professional Lifelong Learning. Routledge, London: 15–24 Google ScholarGibbs G (1988) Learning by Doing: a Guide to Teaching and Learning Methods. Further Education Unit, Oxford Brookes University, Oxford Google ScholarKolb D (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, New Jersey Google ScholarKozier B, Erb G, Berman A, Snyder S, Lake R, Harvey S (2007) Fundamentals of Nursing: Concepts, Process and Practice. Pearson, Harlow Google ScholarRoberts M, Ion R (2014) Big ideas – a critical consideration of systemic moral catastrophe in modern health care systems: a big idea from an Arendtian perspective. Nurse Education Today 34: 673–5 Crossref, Google ScholarSchön D (2003) The Reflective Practitioner: How Professionals Think in Action. Ashgate Publishing Ltd, Aldershot Google Scholar FiguresReferencesRelatedDetailsCited byBecoming a health and social care professionalMark Wareing12 January 2017 | British Journal of Healthcare Assistants, Vol. 11, No. 1 2 September 2016Volume 10Issue 9ISSN (print): 1753-1586ISSN (online): 2052-4420 Metrics History Published online 9 September 2016 Published in print 2 September 2016 Information© MA Healthcare LimitedPDF download