Reflective practice is described by (Price, 2004) as “an approach to learning and practice development which is patient-centred and which acknowledges the untidiness and confusion of the practice environment”. Self-reflection and reflective practice is essential to the healthcare professional as a result of the framework under which you operate being a continuously transforming environment. Healthcare and our understanding and application thereof is constantly changing and for that reason self-reflective attitudes of healthcare professionals is favourable. (Hendricks, et al., 1996)
At one period in my educational background the year was met with many constraints, namely limited time, limited resources and an inexperienced, unqualified lecturer. In the very few contact sessions made available with the lecturer it was important to get through large masses of the workload, particularly the practical sessions as they are rather complex to self-study. The most viable method of getting through all this work in the allotted time was to practise the simulations in a behaviourist method which “concentrates on observable behaviour without considering motivation or other mental processes” (O'Neill, et al., 2005). This involved going through scenarios and memorizing key words as triggers to administer the appropriate drug. This behaviourist method of teaching and learning was passable as it helped the lecturer work through a sufficient volume of the required topics with the class in the short amount of time available. I managed to excel in the practical evaluation, achieving a relatively good grade. My grade was a true reflection of the ability of this particular approach to produce results exponentially due to its focus on “conditioned, convergent reflexes on a single task” (Kompa, 2015). It was for this reason that I adopted this method in all areas of my study because in my