ASS0721 Introduction To Health And Social Care

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ASS0721 Introduction To Health And Social Care

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ASS0721 Introduction To Health And Social Care

1 Download8 Pages / 1,917 Words

Course Code: ASS0721
University: University Of Bedfordshire

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Country: United Kingdom

A reflective report detailing skills learned or mastered using gibbs/kolb/schon. Individual reflective journal. A range of learning styles and the factors that influence successful study in higher education and health and social care setting. An appreciation of the importance of the use of academic skills, reflection and self-evaluation in developing as a learner.
A range of methods that promote effective communication in a health and social care setting. Theories of communication and explain factors that may influence effective communication. Assess the importance of reflecting on cultural differences and individual circumstances when working with people in health and social care settings.

Health and Social Care
The Gibb’s reflective model is amongst one of the most renowned models of reflection. It is a theoretical model frequently utilized by various professionals especially those in the social care and health sector. It is also useful to students because they use it as framework particularly in assignments which need reflective writing. The model entails six crucial stages. They include evaluation, action plan, conclusion, feelings, description, and analysis. Gibb’s reflection model was established from earlier existing theoretical models like the Kolb’s four-stage experimental learning cycle (Husebø, O’Regan and Nestel, 2015, 368). Although the Kolb’s is known as the experiential learning model, Gibb’s model is known as the iterative model. Therefore, Gibb’s model emphasizes learning different aspects through repetition.
Notably, the model entails the six steps which must be followed systematically since every phase informs the next one. Students frequently confuse the analysis, conclusion and evaluation stages. These stages have various questions which appear similar and repetitive. It is only the analysis stage that involves analytical writing (Zheng, 2014, 10). Additionally, the other five stages are only comprised of statements. The statements encompass aspects of value (if something was bad or good), description, summation, and justification, that is, the reason why something was done.
There are diverse factors and learning styles which influence prosperous studies especially in social care and healthcare settings. The Gibb’s reflection model various aims which make it significant for utilization. These involve the ability to challenge or critically evaluate one’s assumptions and to link theory and practice (Asselin and Fain, 2013, 113). Linking theory and practice encompasses combining observing or doing with thinking and applying knowledge. In the same token, other objectives of the model are to enhance self-improvement and explore contemporary approaches and ideas towards thinking about things. Promoting self-improvement can be done through identification of weaknesses and strengths and also taking appropriate actions to address or correct them.
A reflective cycle is usually an efficient tool for reflection, especially after crucial incidences and experiences. The experiences that necessitate reflective thinking are primarily those that may have significant positive or negative impacts (Wallace et al., 2013, 236). The model trains people that they should learn only by doing.
The description stage involves a brief description of an event or experience. It is usually one of the sections which do not involve a lot of details. It is important to include all the relevant information concerning what happened to inform a sound and effective critical reflection. Reasons which lead to the occurrence of the experience, any actions taken during the incidence and all parties involved ought to be clearly stated (Jones and Alinier, 2015, 325). Remarkably, this information is necessary since it helps when accurately performing reflection. The information also aids in attaining an appropriate evaluation of the experience.
At the second stage of Gibb’s model, a person should describe feelings which arose during the event. The feelings stage provides an opportunity for people to explore any feelings or thoughts that they were having during the encounter. To have a suitable description in regards to feelings, it is vital to ensure that people do not provide detailed explanations or evaluate the emotions. It is imperative the people provide an explicit distinction between feelings and thoughts (Vijaya 2014, 31). Moreover, the parties concerned ought to explain what they felt in comparison to just providing descriptive words. An essential aspect of this stage is to expound on how the feelings and thoughts impacted the occurrence.
The third stage of reflection when using Gibb’s model is the evaluation phase. In this section, people are presented with the opportunity of comprehensively explaining what was bad and good in regards to the experience (Nicol and Dosser, 2016, 34). It is significant to consider both the bad and good sides even though the encounter might have been positive or negative. It also entails what other persons did not or did well.
Remarkably, the first, second and third phases of Gibb’s reflective cycle are all concerned with what happened. On the other hand, the fourth, fifth and sixth stages encompass making sense of the occurrence and how it can be improved if the situation happens again. The analysis stage is where the event is keenly examined. It is usually the largest stage of any reflection. It is paramount to consider all the concerns that have already been pinpointed previously during the reflection. Each of the aspects should be critically analyzed separately. Subsequently, in the analysis stage, relevant, contemporary and academic literature can be utilized to aid to make sense of the occurrence (Burden, 2016, 949). For instance, in the social care and health sector, a person may become nervous in regards to inquiring about a complicated procedure from a placement supervisor. Additionally, this nervousness might impact negatively on the person’s comprehension of the procedure. Therefore, it is at this stage that a person ought to consult applicable literature concerning how one can communicate effectively.
The conclusion phase is the fifth stage of Gibb’s reflective cycle. The stage is reached after all the other sections have been effectively completed. A person has to be honest about his or her feelings and contribution to the experience (Finlayson, 2015, 717) People, therefore, bring together all the previous aspects so that they can sensibly conclude. The conclusion can only be done after critically examining the occurrence and consulting appropriate literature. Therefore, in the conclusion stage, people ought to be able to make reasonable and logical conclusions concerning how they can overcome similar incidents.
The action plan is typically the last stage of Gibb’s reflective model. In this phase, previous aspects of the cycle are taken into consideration. Afterward, parties involved in the entire reflection process suggest an action plan for the event or a similar one in case it happens again (Crothers et al, 2014, 670). The action plan involves recommending what would be done differently or kept the same. Generally, the action plan is the final phase of any reflection cycle. Therefore, although a similar event might occur in the future, it is paramount to reexamine the cycle as opposed to assuming that the situation was already dealt with properly.
There are diverse communication theories that are appropriate to the various sectors more the social care and health field. Remarkably, cognitive dissonance theory of communication pinpoints that the discordancy of various actions, beliefs and views are aversive therefore making people steer clear of it. People avoid listening to opinions which they do not believe in, transform actions in regards to their ideas, seek assurance particularly when they are required to make difficult choice and decisions to steer clear feelings of dissonance. In the same token, communication accommodation theory is imperative. It highlights the analysis of consequences of what is likely to happen whenever two parties engaging in a communication transform the communication styles. During conversations, people normally try to modify their conversation styles to match those of others. Moreover, this is attained through the usage of two significant methods which are convergence and divergence. Persons with solid racial and ethnic pride regularly use divergence reveal their group identities. On the contrary, convergence arises when social approval is necessary frequently from people who are powerless. Subsequently, coordinated management of meaning is another key communication theory. Persons that advocate for the theory state that in communication, people co-found meaning by attaining some coordination and coherence. 
There are some aspects of the social care and health sector which influence efficient communication. The aspects are both positive and negative. Foremost, the environment may positively influence an effective conversation. For instance, the existence of a conducive environment where a conversation is taking place curtails successful communication. On the contrary, personal factors like attitudes impact communication. People with respectful attitudes positively inspire fruitful communication (Katz, Lazarsfeld and Roper, 2017, 19). Other fundamental factors which impact on communication are beliefs and people’s values. For example, evaluating different people’s values and beliefs positively influences communication since the probability of making stereotypes, assumptions and insults is reduced.
Active and attentive listening encourages the parties involved in a conversation, therefore, influencing communication positively. When someone listens keenly, he or she inspires the other party to communicate. Providing feedback forthwith is also essential. Feedback should be simple therefore easily comprehensible. Likewise, clear and precise responses facilitate easier understanding of different aspects that are conveyed (Afshari et al., 2014, 25). Adopting a relevant sequence, speed and tone of speech makes a communication session effective. Detailed understanding of the topic in discussion, proper articulation, maintenance of a good relationship between sender and receiver and making sure that there are straightforwardness impacts conversations positively.
It is vital to reflect upon personal circumstances and cultural differences particularly in the social care and health setting. The effective reflection on the two outlined concepts establishes an atmosphere of respect in any workplace environment. Therefore, this makes sure that there is the existence of improved productivity. Respecting the cultural background of other persons leads to the reduction of unnecessary misunderstandings and conflicts. In the same token, this increases efficiency leading to the provision of advanced services (Burtch, Ghose and Wattal, 2013, 14). Showing respect to all people in a workplace environment reveals that one is cognizant of their different circumstances. Consequently, this creates confidence which further encourages workers especially in the social care and health settings to work hard.
Afshari, M., Bakar, K.A., Luan, W.S., Samah, B.A. and Fooi, F.S., 2014. Factors affecting teachers’ use of information and communication technology. International Journal of Instruction, 2(1).
Asselin, M.E. and Fain, J.A., 2013. Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: A pilot study. Journal for nurses in professional development, 29(3), pp.111-119.
Burden, M., 2016. Using a change model to reduce the risk of surgical site infection. British Journal of Nursing, 25(17), pp.949-955.
Burtch, G., Ghose, A. and Wattal, S., 2013. Cultural differences and geography as determinants of online pro-social lending.
Crothers, L.M., Kolbert, J.B., Kanyongo, G.Y., Field, J.E. and Schmitt, A.J., 2014. Relational and social aggression and reflective processing in a university sample. Journal of Aggression, Maltreatment & Trauma, 23(6), pp.670-681.
Finlayson, A., 2015. Reflective practice: has it really changed over time?. Reflective Practice, 16(6), pp.717-730.
Husebø, S.E., O’Regan, S. and Nestel, D., 2015. Reflective practice and its role in simulation. Clinical Simulation in Nursing, 11(8), pp.368-375.
Jones, I. and Alinier, G., 2015. Supporting students’ learning experiences through a pocket size cue card designed around a reflective simulation framework. Clinical Simulation in Nursing, 11(7), pp.325-334.
Katz, E., Lazarsfeld, P.F. and Roper, E., 2017. Personal influence: The part played by people in the flow of mass communications. Routledge.
Nicol, J.S. and Dosser, I., 2016. Understanding reflective practice. Nursing Standard (2014+), 30(36), p.34.
Vijaya Kumari, S.N., 2014. Constructivist Approach to Teacher Education: An Integrative Model for Reflective Teaching. Journal on Educational Psychology, 7(4), pp.31-40.
Wallace, J.P., Blinkhorn, A.S. and Blinkhorn, F.A., 2013. Reflective folios for dental hygiene students: what do they tell us about a residential aged care student placement experience?. European Journal of Dental Education, 17(4), pp.236-240.
Zheng, S., Gaitonde, P., Andrew, M.A., Gibbs, M.A., Lesko, L.J. and Schmidt, S., 2014. Model?based assessment of dosing strategies in children for monoclonal antibodies exhibiting target?mediated drug disposition. CPT: pharmacometrics & systems pharmacology, 3(10), pp.1-10.

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