LEARN Reflection Framework for Nursing Ethics
The LEARN Reflection Framework (Look back, Elaborate, Revise, New perspective) is a structured method to critically reflect on experiences or knowledge gained during a nursing ethics course. This process encourages deep engagement with ethical concepts, fostering personal and professional growth. Gibbs’ LEARN Reflective Cycle
Developed by Graham Gibbs in 1988, this model encourages systematic thinking about the phases of an experience or activity. 3 page double space 12 font Time new Romans excluding ref list
1. Look Back
- Objective: Reflect on a specific ethical situation, concept, or learning moment encountered in your clinical experience related to nursing.
- Guiding Questions:
- What was the ethical issue or dilemma?
- What did you initially think or feel about it?
- What actions or decisions were made, and by whom?
2. Elaborate
- Objective: Expand on your initial reflections to analyze the ethical dimensions in depth.
- Guiding Questions:
- What ethical principles (e.g., autonomy, beneficence, justice) were relevant?
- How did other health / non-health policies, professional codes (CNO), or external factors influence the situation?
- What were the outcomes or consequences?
3. Revise
- Objective: Reevaluate your understanding or perspective based on course knowledge and discussions.
- Guiding Questions:
- What did you learn from this situation or concept?
- How has your perspective shifted?
- Would you approach the situation differently now? Why?
4. New Perspective
- Objective: Articulate how your revised understanding will guide your future practice.
- Guiding Questions:
- How will this reflection impact your ethical decision-making?
- How does this new perspective align with professional and personal values?
- What steps will you take to continue improving your ethical practice?
Evaluation Grid for LEARN Reflection (10% of Total Mark)
Rubric: NURS 2513 Assignment:LEARN Reflection Paper (10 %)
Criteria
Exceptional (A+)
Excellent (A)
Very Good (B+)
Good (B)
Competent (C+)
Fairly Competent (C)
Marginally Fail (D+)
Fail (D/E/F)
Depth of Reflection (3%)
Exceptional reflection with profound insight and analysis, thoroughly engaging with the ethical situation , the principles of ethics and demonstrating a clear shift in perspective. Includes actionable steps for improvement and integration of ethical concepts.
Deep and critical engagement with the ethical situation. Reflection connects the experience to relevant ethical principles and frameworks. Detailed, specific examples and a thorough evaluation of learning’s impact on future practice.
Reflection is thoughtful with evidence of personal growth, but lacks a deep connection to future practice. Limited in-depth analysis or examples.
Reflection provides a surface-level analysis; ethical principles are touched upon but lack depth or specificity. Personal growth may be mentioned but is not fully explored.
Reflection is generally thoughtful, but may lack depth or clarity in certain areas.
Reflects on ethical situation, but lacks thorough analysis or critical insight.
Some reflection, but lacks depth or is overly simplistic.
Reflection is shallow, lacks critical thinking, or missing.
Integration of Ethics (3%)
Masterful integration of ethical principles, frameworks, and course material. Demonstrates profound understanding, with clear, actionable connections to the student’s ethical development and future practice.
Strong integration of relevant ethical principles and frameworks, clearly linked to the situation. The reflection demonstrates deep understanding of the ethical concepts and their application.
Effective integration of ethical principles, frameworks, and course material, but could benefit from more explicit connections to personal experience or future practice.
Ethical principles are incorporated, but the application is surface-level and lacks specific examples or strong connection to the situation.
Clear integration of relevant ethical principles, frameworks, and course material, with some room for improvement.
Some integration of ethical principles, but application is limited or unclear.
Minimal integration of ethics or some misapplication of concepts.
Ethical principles or course material not integrated or incorrectly applied.
Personal Growth (2%)
Perfectly structured, concise, and free of grammatical errors. Ideas flow seamlessly, and the LEARN framework is fully adhered to. Writing is persuasive and demonstrates high-level academic writing skills.
Exceptional growth demonstrated, with a profound shift in perspective and clear learning outcomes that will guide future ethical decision-making and practice.
Clear evidence of personal growth, demonstrating a shift in perspective and insight into how this learning will affect future decisions.
Evidence of personal growth is present, but lacks deep exploration of how the learning will influence future decision-making.
Shows clear evidence of learning and growth, with some shift in perspective.
Some evidence of personal growth, but not clearly connected to the ethical situation or reflection.
Minimal evidence of learning or personal growth.
No evidence of personal growth or change in perspective.
Clarity and Structure (2%)
Perfectly structured, concise, and free of grammatical errors. Ideas flow seamlessly, and the LEARN framework is fully adhered to. Writing is persuasive and demonstrates high-level academic writing skills.
Exceptionally clear and well-structured writing, demonstrating mastery of the LEARN framework. The ideas are logically presented, and the reflection is concise, engaging, and free of grammatical errors.
Well-organized and clear, with a logical flow and generally follows the LEARN framework.
The reflection may be well-organized but could benefit from clearer and more concise writing or better adherence to the LEARN framework.
Clear organization with some minor inconsistencies in structure or flow.
Organized, but writing lacks clarity in some parts or the LEARN framework is not fully followed.
Somewhat disorganized or unclear; lacks logical flow.
Writing is unclear, disorganized, or poorly structured.