Introduction:

The Rolfe’s Reflective Model is a structured framework for reflective practice developed by Gary Rolfe, and designed to guide individuals through a systematic process of reflecting on and learning from their experiences (Chiplin and Stavric, 2017). The model consists of three key questions and stages: “What?”, “So what?”, and “Now what?” (Rolfe et al,2001).

The “What?” question describes the experience a person wants to reflect upon, providing an objective account of the events thereby setting the stage for deeper reflection (Rolfe et al, 2011). The “So What?” question encourages a more subjective and interpretive analysis of the events, exploring their thoughts, emotions, and reactions to the situation. (Rolfe et al, 2011) while the “Now What?” question encourages the formulation of action plans for personal and professional development as it focuses on future actions and learning.

My Reflection:

My first school session was a mix of excitement and uncertainties as coursework was intense, focusing on research-based studies in healthcare policy, Global healthcare challenges, and developing you as a manager. Then came the assessments where our time management, research and critical analysis skills were put to test. My assessments were on Self-reflection and obesity policy.

Adapting Rolfe’s model,

“What?”: Results were released and the grades were good. I received positive feedback on information gathering and presentation in initial assessments, however, my submissions lacked elements of critical analysis, signaling a potential area for improvement.

“So what?”: This made me sad and panicky. I reflected on the feedback and I realized I could remedy this.

“Now what?”: To improve my critical analysis skills for upcoming assessments, I attended a writing retreat and consulted with course tutors. This proactive effort helped me identify areas for improvement, leading to better feedback in subsequent assessments

In conclusion, implementing the SMART action plan contributed significantly to overcoming the identified challenge as specific and time bound actions were taken. This led to better outcomes is subsequent assessments.

REFERENCES

Jackie Chiplin and Verna Stavric (2017) Models of Reflection. Physiotherapy New            Zealand’s Professional Development Committee.

Rolfe, G., et al (2001) Critical reflection in nursing and the helping professions: A user’s            guide. Basingstoke: Palgrave Macmillan.

Rolfe G., et al (2011) Critical reflection in practice. 2nd ed. New York, New York:            Palgrave.