What, so what, now what is a foundational reflection strategy that helps to step back and consider what has occurred or what is going on at the present moment. Under the strategy, the thinking is structured in the way of breaking down experiences into considering such the steps that would lead to a conclusion regarding a particular occurrence. In this reflection, the strategy will be used to discuss a lesson, pointing out its limitations as well as beneficial components. The reflection will also include considerations of applying the learned knowledge to the real-life practice of a nurse.
The lesson was focused on reviewing three models of reflection as related to case studies that would illustrate their use in real-life situations. What was positive about the lesson was that the overall discussions, any comments given by the professor, and explanations were simple and applicable to life and practice. The limitation of the lesson was linked to the lack of work in groups and interactions between students. Such interactions are essential for engaging learners in the reciprocal process of acquiring new information. The explanations that students will give of the topic at hand could sometimes be even more useful compared to the explanations given by professors.
The application of reflection models and listening during nursing practice is the key takeaway from the lesson. As mentioned by Pangh et al., the experience of using reflection processes within nursing settings can create a sense of ownership toward the knowledge being acquired because of its focus on personal experiences and the use of creative methods. At work, the lessons learned from the session will be welcomed because they would help to have positive interactions with patients resulting from reflections on practice. Reflections on verbal communication with clients are imperative to allow nurses to point out the positive and negative aspects of their interactions and develop evidence that would be used in further practice.
To get a positive reaction from peers, it is imperative to teach them how they personally can use reflection to improve the nursing practice. While reading some theoretical information about the use of reflections is a positive practice, getting some first-hand knowledge from a peer is far more effective. In addition, practicing active listening is an essential part of peer interactions, which would allow nurses to delve deeper into the understanding of their everyday practice and their impact on patient care. In addition, active listening is a practice that enables speakers and listeners to have respect for each other, showing that their viewpoints are understood and valued. Active listening would help develop good relationships between speakers and listeners represented by nurses. Besides, any negative response can also be addressed with the help of listening and reflection.
To summarize the paper, it is important to note that the lesson offered a comprehensive overview of positive reflective practices that a nurse practitioner would embed into their everyday practice. Effective reflection and listening skills are concerned with the ability of individuals to make inferences from their interactions, drawing from the newly-acquired knowledge from the exchange of information. Importantly, it should be pointed out that effective reflection and listening come from experience, and lessons teaching these subjects should involve more components of case studies and interactions that would illustrate the way in which the processes occur in real life.
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