The reflective theory best explains why adults learn because reflection allows the student to evaluate experiences and make changes in current ways of thinking and acting (Merriam, Caffarella, & Baumgartner, 2007). This is most appropriate as throughout the lifespan we continuously need to adapt to changes in our lives. One way we do this is by using our past experiences, evaluate their effectiveness and choose to either use them or modify them into fit a current situation,
There are two aspects of reflective learning. The first is reflection in learning. This aspect takes our experience within the context of action, allows us to reflect on those actions and then allows us the ability to make changes to the action. (Merriam, Caffarella, & Baumgartner, 2007) Additionally, according to Schon, (1983), reflection in action allows us to continuously reevaluate situations and formulate new ways of doing them (Muslino & Mostrom, 2005, p 54).
The second aspect, reflection on action reviews an action after it has occurred. This review consists of reflecting on a past action, evaluating it and making a determination as to what we may have done differently. The final step is to actually decide whether a change will be made and if so we must decide on how to carry it out (Merriam, Caffarella, & Baumgartner, 2007).
Reflection also needs to be continuous. As we constantly take in new stimuli we compare it to our current situation and past experiences, process it and gain new knowledge. We are not bound to make a change as part of this reflection but need to realize that change can occur. We always have the ability to keep the status quo. Lastly, in analyzing the reflective learning theory Schon writes, “Learning is achieved through practical experiences, not through theoretical studies” (Ekebergh, 2007, p 332).
Reflective learning can also be known as thinking outside the box. (Brookfield, 1987). This thought process is often encouraged and looked upon favorably in the nursing field. Even more specific is that the form of “reflection in action” refers to “critical reflection” which is described further as more than just a thought process but involving “intuition, improvisation and creativity” (Brookfield, 1987, p 155). In the world of nursing this is also known as “critical thinking”. It is imperative that nurses have strong critical thinking skills in order to assimilate, understand and act on the clinical information she/he receives on a daily basis. Current literature confirms the fact that nurses who successfully use critical thinking skills consistently provide better outcomes for their patients (Forneris & Peden-McAlpine, 2007). Therefore the reflective theory has strong implications and should be utilized and developed in all professions, specifically those who depend on strong analytical skills.
Brookfield, S. D. (1987). Developing critical thinkers. San Francisco, Ca: Jossey-Bass.
Ekebergh, M. (2007). Lifeworld-based reflection and learning: a contribution to the
Reflective practice in nursing and nursing education. Reflective Practice, 8 (3),
331-343.
Forneris, S. G., Peden-McAlpine, C. (2007). Evaluation of a reflective learning
Intervention to improve critical thinking in novice nurses. Journal of Advanced
Nursing, 410-423.
Merriam, S. B., Caffarella, R.S., Baumgartner, L. M. (2007). Learning in adulthood:
A comprehensive guide. San Francisco, CA: John Wiley & Sons, Inc
Musolino, G. M., Mostrom, E. (2005). Reflection and the scholarship of teaching,
Learning, and assessment. Journal of Physical Therapy Education, 19 (3),
52-66.
