reflective essay using rolfe

Reflecting on Group Presentation with Rolfe’s Reflective Cycle Essay

Over the course of the last decade, reflective practice in the advancement of knowledge in a plethora of areas, including business, education, social work, and healthcare, has been becoming continuously more widespread. Patel and Metersky (2021) state that reflection is considered to improve learning, which is why it is so popular in so many spheres. According to Schwind and Manankil-Rankin (2020), deliberate reflection on any experience gives meaning to people’s three ways: of being, knowing, and doing (or, alternatively, ontology, epistemology, and praxis). When it comes to the most widely used reflective models, Rolfe’s reflective cycle is one of these, and it is deemed applicable in any context due to its clarity and subsequent ease of employment (Galutira, 2018). The following reflective essay uses this model to guide my thinking about teamwork, leadership, and time management in relation to creating a group Powerpoint presentation. The aims of this essay are to evaluate the experience of such a type of work and to describe how the things I have learned can be applied to my future nursing practice.

Rolfe’s reflective cycle is a reflective model created to help people assess their experiences or empirical learning activities. In terms of group and teamwork, Rolfe’s model is an effective tool for each member to evaluate how they can improve their teamwork skills ( Use the ‘What? So what? Now what?’ model, no date). This method’s history dates back to the 1970s when an American schoolteacher Terry Borton wrote a book in which he proposed a reflective practice framework founded on three questions: what? so what? and now what?

Borton’s scheme was adapted for clinical use by John Driscoll, although his version could be implemented in various disciplines. In addition to that, Rolfe et al. took Borton’s model and refined it further for use in a clinical setting and pastoral work ( What? So what? Now what? model of reflection , no date). Rolfe and his colleagues left the structure of Borton’s scheme unchanged but expanded each question to include extra questions to stimulate deeper reflection. As stated by Business Bliss Consultants FZE (2018), this is aimed at increasing self-awareness, analysis skills, and skills of problem-solving. The ‘what?’ phase of Rolfe’s model contains questions to help objectively review what took place. The ‘so what?’ phase is a more subjective study of the consequences. Finally, the ‘now what?’ phase is a look at the way the lessons learned can be beneficial for the future.

I believe that the main reason why my group succeeded in creating a presentation without major quarrels or disagreements was because of our good teamwork, which was due to the strategy we all agreed upon for the working process. This strategy consisted of having each member of the team assigned a specific task in the beginning based on what each person is good at – for instance, finding appropriate references, doing research, or creating presentations. We communicated to check where everyone was with their part of the work every week. However, it would have been harder to do had our group been larger; but since there were five of us, communication was effective, and each person’s voice was always heard. To interact with one another, we created a WhatsApp group chat, and while it proved to be productive, we still felt that a lack of face-to-face meetings was a significant drawback. Moreover, for our work to be more organized, we selected a team leader, Wendy, who was chosen due to her having had experience with working in groups and making presentations before.

In addition to that, one unfortunate circumstance that I found myself facing was my poor time management skills. It seems that I had initially underestimated the amount of work it would take for me to finish my part of the task. As a result, in the final stages of preparation, I worked for hours in the end and felt exhausted when it was done. However, since our group scored an A, I consider it all to have been worth it.

What this experience tells me about myself is that I have to be less confident when approaching such tasks and put more effort into planning how, when, and what exactly to do. This is especially important when working in groups or teams because other people rely on you to do your work efficiently and timely. Academic literature on effective team communication points at the necessity of each member of the team to feel that they are responsible for the final outcome (Harris and Sherblom, 2018). In addition to that, according to Marlow et al. (2018), when it comes to a successful group, it is not the frequency of communication but its quality that matters. It explains why us discussing things in a group chat once a week was more than enough for the eventual success of the project.

Moreover, this experience taught me that for group work to be productive, there must be a leader in a team. As I have mentioned earlier, we appointed Wendy to be our leader, and I believe that had it not been for her, it would have been more difficult for us to make progress. As per Northouse (2021), a true leader is someone who is focused on developing others, leads by example, and ensures that the communication between team members is effective. All of this is about Wendy, who was an inspiration for all of us to aim to work harder and was always there to help anyone who struggled with anything.

I believe that I have learned a lot from working on this project with my peers. First of all, for the sake of not only my mental health but also other people succeeding, I plan to start working on my time management skills. In addition to that, I will ensure that I remember everything that I have learned about group work and apply it to the next team project in which I will participate. In terms of how I can apply the reflections on our work to my future nursing practice, I now have an understanding of how to be an effective team player and a good leader. Both of these qualities are important to deliver safe and high-quality nursing care, which is my, and every other nurse’s, ultimate goal.

In conclusion, reflective practice is essential to improving learning and evaluating one’s skills for future development. One of the most effective and popular reflective models is Rolfe’s reflective cycle, which is based on a person asking themselves three simple questions: what? so what, and now what? When expanded into a series of additional queries, these give one an opportunity to analyze their work and think of ways to enhance it. I applied it in assessing the work of my group on a presentation and found that it is extremely efficient in supplying one with food for thought and identifying benefits and drawbacks. I will use the knowledge that I have gained from working with this reflective model in my future nursing practice to be a great team player and a successful leader.

Reference List

Business Bliss Consultants FZE (2018) Rolfe’s reflective cycle . Web.

Galutira, G.D. (2018) ‘Theory of reflective practice in nursing’, International Journal of Nursing Science , 8(3), pp. 51-56.

Harris, T.E. and Sherblom, J.C. (2018) Small group and team communication . Waveland Press.

Marlow, S.L., Lacerenza, C.N., Paoletti, J., Burke, C.S. and Salas, E. (2018) ‘Does team communication represent a one-size-fits-all approach?: a meta-analysis of team communication and performance’, Organizational Behavior and Human Decision Processes , 144, pp.145-170.

Northouse, P.G. (2021) Leadership: theory and practice . Sage Publications.

Patel, K.M. and Metersky, K. (2021) ‘Reflective practice in nursing: a concept analysis’, International Journal of Nursing Knowledge , 33(3), pp. 180-187.

Schwind, J. K. and Manankil-Rankin, L. (2020) ‘Using narrative reflective process to augment personal and aesthetic ways of knowing to support holistic person-centred relational practice’, Reflective Practice , 21(4), pp. 473–483.

Use the ‘What? So what? Now what?’ model: a great example of reflective questioning (no date). Web.

What? So what? Now what? model of reflection (no date). Web.

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Rolfe’s Reflective Model Sample

Published by Robert Bruce at April 18th, 2023 , Revised On February 2, 2024

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A Reflective Essay using Rolfe’s Reflective Model to Reflect on your Role as a Student Nurse in Medicine Management

Introduction.

The current reflective essay is based on my experience as a student nurse in the application of evidence-based risk assessment tool for quality care to patients of different critical intensities. Evidence based risk assessment tool is a technique used in the provision of quality care and healthcare support which comprises preventive measures taken for patients, or diagnostics and prognostic routes chosen and sometimes even in precision insurance medical decisions (James, 2013).

As per my understanding and my experiences from the evidence-based risk assessment tools, it helps reduce the associated risks to patients by minimising health impact, costs and issues related to legal and ethical concerns. Evidence based risk assessment tools as I have experienced help greatly in exploring the risk magnitude (RM) of different types of patients and assess the mortality prediction and predictable survival of the patient.

This aspect of the risk assessment was important for insurance approval for patients by the hospital. Again, in another aspect, these risk assessment tools also help in assessing the safety settings of the healthcare centre like risk assessment from patient fall evidence (Renfro and Fehrer, 2011; Waxman, 2010).

However, in nursing, I now believe that it is a very important tool for nurses to understand the patients’ conditions and help the specialists understand the patient’s condition or situation. In the following section, I have used Rolfe’s Reflective Model to present my experiences using evidence-based risk assessment tools while interning as a student nurse.

Rolfe’s reflective model

During my experience as a student nurse, out of most tasks I was involved in during the short period, using the evidence-based risk assessment tool was the most critical medicine management process I had encountered. The medicine management system as we know in nursing is the critical process of assessing, controlling and monitoring the medication system for improved performance and quality care (Zipkin et al. 2014).

Evidence based risk assessment tool is an important part of medicine management because it involves assessing the risks of the patients based on evidence of the history of the patient or similar conditions in the past from another patient. The evidence based risk assessment tool also helps in the assessment of the condition of the patient like allergies to certain medications, the criticalness of the patients, the survival chances of the patient, and predicting the treatment efficacy for those critical patients only.

Another technical aspect of these tools is that the hospital setting has also used them for determining the insurance eligibility of patients, these tools have certain measures for each of the medical condition of the patient and using this knowledge and assessment the eligibility of the patient to avail insurance to reduce costs of treatment are used (Nelson et al. 2021).

The evidence.nhs.uk, (2020) or NHS has developed multiple evidence-based tools for risk assessment of the patients using sound methodological and procedural basis and investigative methods to assess the patients’ conditions and improve the provision of quality medical care. Since the NHS has made it mandatory for all healthcare settings to apply risk assessment tools for all types of conditions and settings thus it has become an important activity.

During my experience, I learned how to use and develop a risk assessment tool with the help of a head nurse and another midwife with whom I had to partner during my internship as a student nurse. They taught me how to use different types of tools and their applications. The nurses in the healthcare setting had a format for using the tools that allowed them to rate the patient’s conditions and gather information on the patient’s history.

It further helps the emergency doctors and other specialised doctors better understand the patients to have the correct route for prognosis and diagnosis. I believe with the help of this personal and in-depth association I gained some knowledge on how to investigate patient histories and conditions to effectively use the evidence-based risk assessment tools. This I can further relate to one of the cases that I handled. The case was the patient had a previous history of allergies from certain medications. This was put into the risk assessment tool that helped the doctor approach a different route for medication and treatment of the patient (Westbrook et al. 2011).

My involvement as a student nurse in applying evidence-based risk assessment tools helped me gain knowledge on different aspects like how to investigate the patients and gain information on the patient conditions and history. In one of the areas of risk assessment i.e. to mitigate the fall risk of critical patients, I learnt to use the Morse Fall Scale and the Hendrich II Fall Risk Model that is generally used by the nurses in the hospital setting to reduce the cases of patient falls from trips and involuntary patient actions (Higaonna, Enobi, and Nakamura, 2017).

While using the Morse Fall Scale and the Hendrich II Fall Risk Model, I learnt that these risk scoring tools have different categories that can be used to understand the condition of the patient and based on the risk score the patients are given more care and assistance to ensure that there is low risk to fall. For instance, I understood that these tools use and gather information on the patient’s conditions like confusion or disorientation and depressive state and dizziness of the patient and types of drugs like consumption of benzodiazepines and others.

Patients taking benzodiazepines need special care and support because they risk falling when they move without the assistance of a nurse or other family member. Other information gathered from these assessment tools is the patient’s condition like the use of cane or sticks to move, medical condition of the patient, mental condition of the patient and others (Han et al. 2017).

I also discovered that these scoring tools have various classifications that can be utilised to comprehend the state of the patient and dependent on the danger score the patients are given more consideration and help to guarantee that there is generally safe to fall. I also discovered that these instruments use and assemble data on the patient conditions.

By considering these situations and patient scores, better care and support can be provided. Therefore, this process also helped me acquire information on various viewpoints like exploring the patients and gaining data on the patient conditions and history. Furthermore, considering the tools used in risk assessment are not limited to fall assessments but also enable ethical generation for patient treatment (Ondrusek et al. 2015).

In this regard, I can link my skill development experiences whereby I learnt that ethical provision of care is very important and this includes informing the outcomes of the risk assessment and the possible treatment and effectively communicating all the outcomes from the risk assessment of the patient to other specialists as well for effective treatment routes.

Linking my learning to that of Kaya, Ward, and Clarkson, (2019) current risk assessment practice in hospitals there is still a major gap in the risk assessment guidance for using tools to mitigate the risks of wrongful medication or wrongful diagnosis of the patients rising for poor assessment of patient conditions and risks.

Even though the National Health Service in England (NHS England) has developed multiple systems that allow the risk assessment for patients concerning patient compliances, ethical medical practices, treatment processes and patient care and improvement of the patient’s quality care.  There is a significant gap in the effectiveness of applying these tools.

It may be because there are different tools that each of the hospitals uses. Like in my case, as I mentioned, the hospital used two different tools for fall risk assessment of the patients like the Morse Fall Scale and the Hendrich II Fall Risk Model. This resulted in different risk scores by different nurses or the authorised personnel.

Based on these aspects I can say that there is a significant gap in effective evidence based risk assessment tools as hospitals develop or adapt to existing ones based on feasibility and the risk assessment guidelines by the NHS England. Therefore, I believe that the Nursing and Midwifery Council must develop and upgrade its existing risk assessment tools meant for the nurses to use so that a single method of the risk assessment tool is used for different conditions of the patients and improve the patient care.

Applying singular methods or multidimensional risk assessment tools may improve the medical care and medical care support which involves preventive measures taken for patients, or diagnostics and prognostic courses picked, and now and then even inaccuracy protection clinical choices. Furthermore, using a multidimensional and unified use of the risk assessment instruments will help decrease the related dangers to patients by limiting wellbeing effects, expenses, and issues identified with legitimate and moral concerns.

These evaluation tools as I have encountered help extraordinarily in investigating the risk assessments of various kinds of patients and survey the mortality forecast and unsurprising patient endurance. This significant part of the medication the board since it implies surveying the dangers of the patients dependent on proof of the previous history of the patient or comparable conditions in the past from another patient.

The risk appraisal device likewise helps in the evaluation of the state of the patient like sensitivities to specific drugs, the criticalness of the patients, the endurance odds of the patient, and anticipating the treatment adequacy for those basic patients as it were. Applying unified, flexible and multidimensional risk assessment tools will help the nurses moderate the tools as needed for the different conditions of patients and mitigation of risks (Ondrusek et al. 2015).

I believe I was limited to using only fall-related risk assessment tools like Morse Fall Scale and the Hendrich II Fall Risk Model. There are many other risk assessment tools developed for patients suffering from different conditions like patients with severe diabetic conditions and cardiac issues. There are different evidence-based risk assessment tools for these patients.

Therefore, I believe one of the most important skills and knowledge I need to gain is investigating and using them in other conditions. I also have to learn about the application of these tools using technical tools that help in the evaluation of the state of the patient like hypersensitivities to specific drugs, the criticalness of the patients, the endurance odds of the patient, and anticipating the treatment viability for those basic patients as it were.

Another specialised part of these apparatuses is that the emergency clinic setting has likewise utilised them for deciding the protection qualification of the patients, these devices have certain actions for every one of the ailments of the patient and utilising this information and appraisal the qualification of the patient to profit protection to diminish expenses of treatment are utilised.

For instance, the NHS has developed different risk assessment tools for patients suffering from psychiatric and other healthcare issues. I will learn and read these risk assessment tools and understand how they are used or the importance of these tools using literature studies. By interning more in the area of risk assessment for medicine management, it will help me to learn about different numerous other danger evaluation instruments produced for patients experiencing various conditions like patients with extreme diabetic conditions and cardiovascular issues and for these patients, there are diverse risk appraisal tools or measuring systems.

Consequently, I believe engaging more in learning these risk tools will improve my abilities and the information I need to acquire is how to examine and utilise them in different conditions. I need to find out about the utilisation of these instruments that assist in the assessment of the patient’s condition like hypersensitivities to explicit medications, the criticalness of the patients, the perseverance chances of the patient and expecting the treatment suitability for those fundamental patients figuratively speaking.

Another specific piece of these devices are that they have in like manner been used by the crisis facility setting for choosing the insurance capability of the patients, these gadgets have certain activities for all of the diseases of the patient and using this data and its evaluation, the capability of the patient to benefit security to lessen costs of treatment are used. As a student nurse, I plan to achieve these skills and improve through external engagement and internships at different clinical centres.

Evidence based risk assessment tool is the process of assessing the possible risks to patients and developing a route for the patients. There are different ways of providing care to patients and the main activity of the nurses in this case of using evidence based risk assessment tool is to gather first-hand information of the patients’ conditions, medical history like allergies and previous medications and health issues, as well as mental heal of the patients.

There are different types of risk assessment tools for different conditions of patients like psychological or cardiac patient risk assessment tools. In addition, these tools are also used to develop a predictive assessment of the patient’s survivability or death. Based on such outcomes, the route of medication and healthcare is decided. The nurses’ role in this aspect is to include these tools while investigating the patients’ conditions. This helps in effective medicine management by providing effective care and rightful medications and reducing risks of wrongful medications and others.

evidence.nhs.uk, 2020. Risk Assessment Guidelines . Available at https://www.evidence.nhs.uk/search?q=risk+assessment+guidelines .

Han, J., Xu, L., Zhou, C., Wang, J., Li, J., Hao, X., Cui, J., Shao, S. and Yang, N., 2017. Stratify, Hendrich II fall risk model and Morse fall scale were used to predict the risk of falling for elderly in-patients. Biomedical Research .

Higaonna, M., Enobi, M. and Nakamura, S., 2017. Development of an evidence‐based fall risk assessment tool and evaluation of interrater reliability and nurses’ perceptions of the tool’s clarity and usability.  Japan journal of nursing science ,  14 (2), pp.146-160.

James, J.T., 2013. A new, evidence-based estimate of patient harms associated with hospital care.  Journal of patient safety ,  9 (3), pp.122-128.

Kaya, G.K., Ward, J.R. and Clarkson, P.J., 2019. A framework to support risk assessment in hospitals.  International Journal for Quality in Health Care ,  31 (5), p.393.

Nelson, A.J., Ardissino, M., Haynes, K., Shambhu, S., Eapen, Z.J., McGuire, D.K., Carnicelli, A., Lopes, R.D., Green, J.B., O’Brien, E.C. and Pagidipati, N.J., 2021. Gaps in Evidence‐Based Therapy Use in Insured Patients in the United States With Type 2 Diabetes Mellitus and Atherosclerotic Cardiovascular Disease.  Journal of the American Heart Association ,  10 (2), p.e016835.

Ondrusek, N.K., Willison, D.J., Haroun, V., Bell, J.A. and Bornbaum, C.C., 2015. A risk screening tool for ethical appraisal of evidence-generating initiatives.  BMC medical ethics ,  16 (1), pp.1-8.

Renfro, M.O. and Fehrer, S., 2011. Multifactorial screening for fall risk in community-dwelling older adults in the primary care office: development of the fall risk assessment & screening tool.  Journal of Geriatric Physical Therapy ,  34 (4), pp.174-183.

Waxman, K.T., 2010. The development of evidence-based clinical simulation scenarios: Guidelines for nurse educators.  Journal of nursing education ,  49 (1), pp.29-35.

Westbrook, J.I., Rob, M.I., Woods, A. and Parry, D., 2011. Errors in administering intravenous medications in hospital and the role of correct procedures and nurse experience. BMJ quality & safety ,  20 (12), pp.1027-1034.

Zipkin, D.A., Umscheid, C.A., Keating, N.L., Allen, E., Aung, K., Beyth, R., Kaatz, S., Mann, D.M., Sussman, J.B., Korenstein, D. and Schardt, C., 2014. Evidence-based risk communication: a systematic review.  Annals of internal medicine ,  161 (4), pp.270-280.

Frequently Asked Questions

How to use rolfe’s reflective model in reflective essay writing.

Rolfe’s reflective model can be used in reflective essay writing by following these steps:

• Describe an experience
• Analyze feelings and thoughts
• Evaluate the experience
• Identify future actions.

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Reflective writing: Rolfe

• What is reflection? Why do it?
• What does reflection involve?
• Reflective questioning
• Reflective writing for academic assessment
• Types of reflective assignments
• Differences between discursive and reflective writing
• Sources of evidence for reflective writing assignments
• Linking theory to experience
• Reflective essays
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• Examples of reflective writing
• Video summary
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“A framework ... can help you draw out the learning points from an experience by using a systematic approach” Williams et al., Reflective Writing

Rolfe et al.'s Reflective Model

Rolfe et al's (2001) framework focuses on three questions:

By responding to each of these questions you are able to outline an experience, relate the experience to wider knowledge and identify implications for your practice. This is a popular framework for nurses. These questions can help you structure your writing:

Rolfe et al: This model focuses on three questions: What? So what? Now what? and works very well for reflecting on a specific event. 

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