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  • References Bliss, D. 2009. Lean in Healthcare-Wow. Frontiers of Health Services Management, 26(1): 39-43. [Online]. Available from http://www.proquest.com [Accessed 25th Halabi, J. et al. 2011. A Model for International Nursing Collaboration.  May, 2011].The Journal of Continuing Education in Nursing, 42(4): 154-164. [Online]. Available from http://www.proquest.com [Accessed 25th Hodges, H. 2011. Preparing New Nurses with Complexity Science and Problem-Based Learning.  May, 2011].Journal of Nursing Education, 50(1): 7-14. [Online]. Available from http://www.proquest.com [Accessed 26th Jacobs O. T. 2010. On becoming more complex (and what to do about it).  May, 2011].On the Horizon, 6(8): 12-19. [Online]. Available from http://www.proquest.com [Accessed 27th Rolfe, et al. 2001. May, 2011].Critical reflection for nursing and the helping professions. Schmidt, J. 2011. Graphic Novels in the Classroom: Basingstoke: Palgrave.Curriculum Design, Implementation, and Reflection. English Journal, 100(5): 104-108 [Online]. Available from http://www.proquest.com [Accessed 24th Shrubb, R. 2011. After sober reflection.  May, 2011].Mental Health Practice, 14(8): 9 [Online]. Available from http://www.proquest.com [Accessed 27th Thomas, B.  2011. Reflections leadership.  May, 2011].Baylor Business Review, 29(2): 36-40 [Online]. Available from http://www.proquest.com [Accessed 25th Zimmerman, J. 2011. Principals preparing for change: the importance of reflection and professional learning.  May, 2011].American Secondary Education, 39(2): 107-115. [Online]. Available from http://www.proquest.com [Accessed 26th May, 2011].

References Bliss, D. 2009. Lean in Healthcare-Wow. Frontiers of Health Services Management, 26(1): 39-43. [Online]. Available from http://www.proquest.com [Accessed 25th Halabi, J. et al. 2011. A Model for International Nursing Collaboration.  May, 2011].The Journal of Continuing Education in Nursing, 42(4): 154-164. [Online]. Available from http://www.proquest.com [Accessed 25th Hodges, H. 2011. Preparing New Nurses with Complexity Science and Problem-Based Learning.  May, 2011].Journal of Nursing Education, 50(1): 7-14. [Online]. Available from http://www.proquest.com [Accessed 26th Jacobs O. T. 2010. On becoming more complex (and what to do about it).  May, 2011].On the Horizon, 6(8): 12-19. [Online]. Available from http://www.proquest.com [Accessed 27th Rolfe, et al. 2001. May, 2011].Critical reflection for nursing and the helping professions. Schmidt, J. 2011. Graphic Novels in the Classroom: Basingstoke: Palgrave.Curriculum Design, Implementation, and Reflection. English Journal, 100(5): 104-108 [Online]. Available from http://www.proquest.com [Accessed 24th Shrubb, R. 2011. After sober reflection.  May, 2011].Mental Health Practice, 14(8): 9 [Online]. Available from http://www.proquest.com [Accessed 27th Thomas, B.  2011. Reflections leadership.  May, 2011].Baylor Business Review, 29(2): 36-40 [Online]. Available from http://www.proquest.com [Accessed 25th Zimmerman, J. 2011. Principals preparing for change: the importance of reflection and professional learning.  May, 2011].American Secondary Education, 39(2): 107-115. [Online]. Available from http://www.proquest.com [Accessed 26th May, 2011]. Essay Example

Reflection
Introduction

The society today is full of situations and queries that are complex and new such as greater predictability and uncertainty, increasing global competition as well as technology. These issues among others call for an individual to develop abilities, skills and techniques both from learning and experience. The process of learning from experience requires reflection. Reflection can be can be solitary or in groups, formal with a structure and routine or informal with an unstructured process. It is important to note that it occurs on a continuum of time which is the present, the past and the future. For instance, nursing students in a certain urgent situation will use the recent past experience to develop new ideas or principles which they will use to better their practice in the future as well as to develop their learning. This essay will explore reflection in terms of personal organization and management as well as problem solving and critical thinking. Personal organization and management
Reflection skills, like many other activities involving the practice of management, can be learned (Halabi et al., 2011). This does not mean that it replaces other mentoring activities, degrees and certificate programs dealing with organization and management development. Rather, it adjuncts management development initiatives with other programs of organizational management. Individuals intending to organize and manage nursing practices will use reflection skills to cope with the tendency for interruptions, fast pace and urgency of demand (Bliss, 2009). In this sense, it is clear that learning and developing through reflection is vital for individual medical staff as well as the senior managers of an organization (Schmidt, 2011). Additionally, organization members should be made aware of the significance of using reflection in everyday situations by the senior managers who also must be exemplary in applying reflection, recognizing activities involving reflection through constructing a reward system and providing opportunities for others to reflect (Jacobs, 2010). Through this, management and organization on both personal and corporate levels will be successful and the growth results in terms management development will be tremendous (Zimmerman, 2011).
Personal reflection is important in management and organization of structures in a workplace. For instance, using Rolfe et al. (2001) framework, an individual in future nursing practice may be faced with a challenge of a medical staff intending to quit job (Schmidt, 2011). At that moment, the individual in charge would resort to advertizing the position through human resource department and while a replacement is being found, be busy with everyday activities of trying to cope up and cover the gap (Halabi et al., 2011). On the other hand, taking a step back, to think and construct a meaning from the situation would help an individual discuss and explore the alternatives with the resource department (Shrubb, 2011). The lesson from the discussion with resource professionals unlike the initial one of rushing to make advertisement about a vacant position would be to set up a better rewarding system and a good organizational structure that will care for the welfare of the workers and prevent frequent turnover (Thomas, 2011).
There is need therefore for an individual to engage the use of reflection on the experiences. Reflection, rising from the early works of Socrates, is a process whereby after an experience, an individual steps back, takes time to careful review it to derive a meaning. Through this, an individual intending to manage and organize seeks to find the answer to the questions such as what? So what? Now what? , from the actual experience, what was learned from the experience and the application of knowledge leaned in the future respectively (Zimmerman, 2011). When an individual gets the ability to draw inferences from the meaning of the experience, the learning will be complete and so will be the process of reflection.
The most important components of professional development in nursing practice lie in clinical reflection and mentorship. This becomes an important tool that learners use to develop their skills in personal management and organization practice from the level of novice to a point where they finally become expert practitioners (Schmidt, 2011). The process through which individuals acquire attitudes, skills and knowledge is referred to as learning. In order for an individual to become more effective in organizing or managing both his life and duties, learning for true management development is necessary (Zimmerman, 2011). In addition, learning to organize and manage is successfully attained through from experience. Following an old adage saying that experience is the best teacher, we derive a framework developed by Rolfe et al. (2001) of practicing reflection after experience. Practitioners and management writers have confirmed that engaging in a situation or an act forms the basis or the beginning of an experience (Thomas, 2011).
Problem solving and critical thinking Everyday, medical practitioners follow the same routines ascribed by the perceptions of others without themselves bringing in other dimensions prospective and retrospective in heir practice (Halabi et al., 2011). Problem solving through critical thinking for future nursing students on a health issue should involve looking at the events, determining their relationship between effects and the cause and what is about to happen due to an underway process (Zimmerman, 2011). The already set foundations of healthcare practices pose a huge problem in helping learners to practically apply reflection and critical thinking in solving problems (Schmidt, 2011).
In health care, the practice of medical practitioners is guided and shaped by reason and insight. Different strategies are normally applied to counter the new and complex challenges that cause discomfort during work (Hodges, 2011). Achievements in health practice as well as health improvements are results of an insightful and inquiring workforce. Some of the necessary changes an individual focused on creating a difference might bring may cause certain uneasiness among other practitioners (Thomas, 2011). This poses a problem in bringing change in the medical practice via critical thinking and reflection. However, it is important to note that in critical thinking and problem solving, the main aim of reflective practice is deal with the confusion, untidiness and the normal way of carrying out procedures in the laboratories, ward or on patients in the practice environment (Bliss, 2009). In this sense, critical thinking involves finding the origins of the situations, reasons, and applying problem solving techniques to deconstruct the events (Shrubb, 2011). In fact, it works on a time continuum looking at what happened in the past to cause the present and what may happen if no lesson has been learnt and experience gained from the present (Halabi et al., 2011).

References

Bliss, D. 2009. Lean in Healthcare-Wow. Frontiers of Health Services Management, 26(1): 39-43. [Online]. Available from http://www.proquest.com [Accessed 25th Halabi, J. et al. 2011. A Model for International Nursing Collaboration. 
May, 2011].The Journal of Continuing Education in Nursing, 42(4): 154-164. [Online]. Available from http://www.proquest.com [Accessed 25th Hodges, H. 2011. Preparing New Nurses with Complexity Science and Problem-Based Learning. 
May, 2011].Journal of Nursing Education, 50(1): 7-14. [Online]. Available from http://www.proquest.com [Accessed 26th Jacobs O. T. 2010. On becoming more complex (and what to do about it). 
May, 2011].On the Horizon, 6(8): 12-19. [Online]. Available from http://www.proquest.com [Accessed 27th Rolfe, et al. 2001.
May, 2011].Critical reflection for nursing and the helping professions. Schmidt, J. 2011. Graphic Novels in the Classroom:
Basingstoke: Palgrave.Curriculum Design, Implementation, and Reflection. English Journal, 100(5): 104-108 [Online]. Available from http://www.proquest.com [Accessed 24th Shrubb, R. 2011. After sober reflection. 
May, 2011].Mental Health Practice, 14(8): 9 [Online]. Available from http://www.proquest.com [Accessed 27th Thomas, B.  2011. Reflections leadership. 
May, 2011].Baylor Business Review, 29(2): 36-40[Online]. Available from http://www.proquest.com [Accessed 25th Zimmerman, J. 2011. Principals preparing for change: the importance of reflection and professional learning. 
May, 2011].American Secondary Education, 39(2): 107-115. [Online]. Available from http://www.proquest.com [Accessed 26th May, 2011].