Reflective model according to Rolfe et al.

This reflective model is probably one of the simplest models, because it is based on only three problems. However, this does not mean that reflection should be superficial, but should be as comprehensive as possible.

In the first stage, I will explain only the experience I want to analyze and the experience I learned myself.

Once the explanation is complete, you should ask yourself what your own experiences and circumstances mean. Therefore, if you want to fully understand this problem, you need to consult the literature and colleagues. Otherwise, you will only rely on your own explanation.

Rollef et al. At the end of the model, you are asked to consider the steps you will take to improve your practice and learn from the first experience. You should complete a simple action plan with important guidelines on what you are going to do and how you decide that your practice has improved.

Rolfe, G, Freshwater, D and Jasper, M (2001). Critical consideration on nursing and aid experts: User Guide Begin Stoke: Palgrave Macmillan

Rolle et al. In this program that supports reflection practices using the framework of (2001), Rolle et al. (2001) We recommend using the model. This is because it is suitable for support of reflection practice in a novice reflector. Introduction Your work should have an introduction outlining the purpose you assign it to your readers. Including the rationale for why it is used and a brief overview of the structure of your work, Rollef et al. (2001) You should state using the model. This includes emphasis on rethinking the benefits to you, your clinical research, the patients you see, and the broader services. We do not want your introduction to be longer than the paragraph. Rolei et al. (2001) The model 's What', what ',' what 'and parts of it are used to notify and build the reflection process. Below is an overview of considerations when writing these sections, with examples of each section. So ... what's the matter?

• Structure and organization In this section students should refer to the reflection model (usually Rolle et al., 2001) and adhere to this structure to support their own ideas. Although students often refer to models, they do not use structures to enhance reflections (there are duplicates in the three parts (what?) The "what" section usually includes an explanation of the focus area of ​​the work It is included and the "what" section is used to prove what you did in the DVD scene or did not do anything, which means that students should use literature to support discussion It is part of the discussion (although it is marked in the theoretical practice and / or research literature section).

Rolle et al. According to the question of (2001), what is "what?" 'Or' Now what is it? 'You can stimulate reflexive thinking. The use of this model is simply an explanation of the recognition level and can be seen as a combination of models of Gibbs (1988) and Johns (2000). In order to explain it, learners reconsider mathematical problems. Next, in the second stage, the learner builds personal theory and knowledge about the problem to learn from the problem. Finally, the learner will consider the problem and consider various ways and strategies to understand or understand the problem situation.