Faculty of Public Health Tips on

Writing Effective Reflective Notes

September 2012

Naveed Syed
Anne Scoular
Liz Reaney

Faculty Of Public Health Tips On Writing Effective Reflective Notes

Contents

Contents ---------------------------------------------------------------------------------------------------- 1
Table of Tables, Figures & Boxes ------------------------------------------------------------------ 1
1

Introduction--------------------------------------------------------------------------------------- 2
1.1

The Faculty Expectations --------------------------------------------------------------------- 2

1.2

The Purpose of this document -------------------------------------------------------------- 2

1.3

How to use this document -------------------------------------------------------------------- 3

What is Reflection (Reflective Thinking)? --------------------------------------------- 3

2.1

What is reflective writing? -------------------------------------------------------------------- 4

2.2

Why reflect - what are the benefits to the Practitioner? ------------------------------- 5

The Theory behind Reflection -------------------------------------------------------------- 5

Tips on Writing Reflective Notes ---------------------------------------------------------- 6

4.5

What makes a Good Quality Reflective Note -------------------------------------------- 7

4.5.1

Style ----------------------------------------------------------------------------------------------- 7

4.5.2

Content-------------------------------------------------------------------------------------------- 8

4.5.3

Supportive Practice ---------------------------------------------------------------------------- 8

Useful Vocabulary ------------------------------------------------------------------------------ 9

5.1

Description (the short bit!) -------------------------------------------------------------------- 9

5.2

Interpretation & Analysis (probably the most important bit) -------------------------- 9

5.3

Outcome & Synthesis ------------------------------------------------------------------------- 10

Conclusion ---------------------------------------------------------------------------------------- 11

Bibliography -------------------------------------------------------------------------------------- 11

Table of Tables, Figures & Boxes

Figure 1: The Thinking Process ------------------------------------------------------------------- 3
Box 1: What Reflective Writing is ---------------------------------------------------------------- 4
Figure 2: Leaning cycle and examples of each phase ------------------------------------- 5
Table 1: Six levels of learning --------------------------------------------------------------------- 6
Box 2: Why are we asked to write Reflective Notes? -------------------------------------- 6
Table 2: Guidelines for reflection ----------------------------------------------------------------- 7

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

Introduction
In school, we think about math, and we think about spelling, and we think about
grammar. But who ever heard of thinking about thinking? If we think about
electricity, we can understand it better, but when we think about thinking, we seem
to understand ourselves better.
Harry Stottlemeier (Lipman, 1982, p. 17).
At all stages of Public Health Professionalism and related education, people are now
being asked to keep a learning portfolio, which usually includes some reflective writing.
This will be more important with Revalidation. This learning tool is very familiar to those
newly graduated from universities or medical school but it somewhat more unfamiliar and
difficult for others who are not trained to think in this fashion.
Reflective writing is said to encourage a writer to learn from an event, as it necessitates
focused and analytical thinking. The lessons learnt can be identified and recorded, as can
learning needs for future attention.
1.1

The Faculty Expectations

The Faculty of Public Health latest CPD Guidance states that the FPH Continuing
Professional Development (CPD) Co-ordinators Committee has adopted the view
that, in verifying the CPD of any given public health professional, the use of
reflective notes written by the public health professional about their learning is the
most discriminating form of evidence of effective CPD. Evidence suggests that it is
important to take time systematically to reflect on learning as this is more likely to
embed the learning within subsequent practice.
A reflective note for each CPD learning activity claimed should contain the
following four elements:
Title and description of activity
What was the learning need or objective that was addressed?
What was the outcome of the activity?
Further learning needs
Subjectively the CPD auditor may be able to ascertain from the content of
responses to each element of the reflective note whether there is an indication
that the practitioner found the activity of benefit to their public health practice (see
Section 1.3 below).

1.2

The Purpose of this document

The quality of Reflective Notes varies hugely and the FPH CPD Co-ordinators
Committee wants to improve the quality of these not just for audit purposes but
to support its members in being more effective learners and more effective Public
Health Practitioners.
This document will set out what Reflective Writing is and how this generates a
Reflective Note. It will briefly mention the educational theory behind this learning
tool before giving practical tips on how to construct a useful Reflective Note.
Finally, it will give some examples of the language that can be used in a Reflective
Note which is not meant to be prescriptive but to demonstrate how members can
easily write and reflect on their learning. A copy of this document should be in the
portfolio of Members.

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

1.3

How to use this document

This document is not intended to support a tick-box exercise but to establish
thinking patterns that genuinely promote professional growth and good practice.
Members should find Sections 4 and 5 particularly useful in the practical aspects
of creating their personal Reflective Notes.
Section 4 gives Tips on Writing Reflective Notes and includes a section
on what the CPD auditors will be looking for in assessing the quality of
Reflective Notes submitted.
Section 5 breaks this down further by giving practical examples of the
language that could be used when documenting individual Reflective
Notes. Some members may find it useful to print off Section 5 for ease of
access when they are completing their Reflective Notes on a
contemporaneous basis.

What is Reflection (Reflective Thinking)?

A simple definition of reflection can be consciously thinking about and analysing what you
are doing and what you have done; thinking about what and how you have learnt. There
is a lot of theory behind reflection that can be very complex and some of this is touched
upon in Section 3. Reflection is a developmental thinking process that is contextualised
into past experiences, thus it is unique to each individual and not merely a description of
the events themselves.
Reflection is a form of personal response to experiences, situations, events or new
information. It is a processing phase where interpretation, sense-checking, creation of
meaning and planning for future takes place. This all amounts to a change that takes
place in the individual, which can be summarised as a development or learning process.
There is neither a right nor a wrong way of reflective thinking, there are just questions to
explore.

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

Figure 1 shows that the reflective thinking process starts with you. Before you can begin
to assess the words and ideas of others, you need to pause and identify and examine
your own baseline position. This involves revisiting your prior experience and knowledge
of the topic you are exploring. It also involves considering how and why you think the way
you do. The examination of your beliefs, values, attitudes and assumptions forms the
foundation of your interpretation of a new events and ultimately building a richer
understanding and new learning.
Reflective thinking demands that you recognise and define the valuable knowledge you
bring to every new experience. The learning process fundamentally relies on the
important connections between what you already know and how you place that in the
context of new events. In this way, you become an active, aware and critical learner.
2.1

What is reflective writing?

Reflective writing provides evidence of reflective thinking and can also be a
valuable tool for helping you to formulate and clarify your evolving thinking as it
develops. In an academic context, reflective writing usually involves:
Looking back at something (often an event, i.e. something that happened,
but it could also be an idea or object).
Documenting your personal analysis of the event or idea (thinking in depth
and from different perspectives,).
Writing carefully about what the event or idea means for you and your
ongoing progress as a learner and/or practising professional.
Reflective writing is thus more personal than other kinds of academic writing. We
all think reflectively in everyday life, of course, but perhaps not to the same depth
as that expected in good reflective writing at CPD level. Genuinely reflective
writing often involves revealing anxieties, errors and weaknesses, as well as
strengths and successes. This is fine as long as you show some understanding of
possible causes, and explain how you plan to improve or manage a change in
behaviour.
It is normally necessary to select just the most significant parts of the event or idea
on which youre reflecting. It is often useful to reflect forward to the future as
well as reflecting back on the past.
Box 1: What Reflective Writing is
Reflective writing is:
- your response to experiences, opinions, events or new information
- your response to thoughts and feelings
- a way of thinking to explore your learning
- a way of making meaning out of what you study
- a way to achieve clarity and better understanding of what you are
learning
- an opportunity to gain self-knowledge
- a chance to develop and reinforce writing skills
Reflective writing is not:
- just conveying information, instruction or argument
- pure description, though there may be descriptive elements
- a straightforward decision or judgement (e.g. about whether
something is right or wrong, good or bad)
- simple problem-solving
- a summary of course/conference notes
- a standard essay

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

2.2

Why reflect - what are the benefits to the Practitioner?

Learning is both an active and a reflective process. If you look at the learning
cycle in Figure 2 you can see that reflection or thinking about what you have done
and how and why you did it, form an integral part of learning. Because learning is
often subconscious, we dont realise that we have gained new knowledge or
understanding until we stop to contemplate a particular activity.
Reflection then, is a way for critical analysis, problem solving, synthesis of
opposing ideas, evaluation, identifying patterns and creating meaning. Reflection
will help you reach the higher levels of learning as well as identifying their own
learning needs and improving your practice.

The Theory behind Reflection

Figure 2. Learning cycle and examples of each phase
Concrete Experience
Eg., Reading; Examples and
Problems; Field Work; Observations

Testing the Implications of

Concepts in New Situations
(Active Experimentation)
Eg., Projects; Field Work; Simulations
& Exercises

Reflective Observations and

Reflection
Eg., personal logs; discussions;
brainstorming; questions and rhetorical
questioning

Formation of Abstract Concepts

& Generalisations (Abstract
Conceptualisation)
Eg., Lectures; Peer-review Papers;
Conferences

The theory on learning and reflection comes from a number of different sources. It begins
with Kolbs work on the learning cycles in 1984 and Schns ideas about reflection, with
Gibbs outlining the stages in reflection and reflective writing. David Kolb presented
reflective learning as a diagram that is known as the Kolb cycle a modified version is
outlined above in Figure 2.
Reflection is said to help to bridge the gap between theory and practice, and between offjob learning and on-job application. Reflecting on the real work problems can help to
identify how best to apply what we know in practice. Reflection leads to critical awareness
and enables us to look critically at our own behaviour, the behaviour of other people, and
at the organisational and social context within which we operate. Reflection is used to
combine the six levels of learning (See Table 1) with a bias towards the synthesis and
evaluation.

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

Table 1. Six levels of learning
Process
Knowledge
Increasing
Difficulty

Comprehension
Application
Analysis
Synthesis

Evaluation

Explanation
Recognition and recall of information and facts - describing
events
Interprets, translates or summarises given information demonstrating understanding of events
Uses information in a situation different from original
learning context Separates wholes into parts until relationships are clear
breaks down experiences
Combines elements to form new entity from the original
one - draws on experience and other evidence to suggest
new insights
Involves acts of decision making, or judging based on
criteria or rationale - makes judgements about

All this means that reflection is not a bland or innocuous process it is central to
becoming a powerful, critical professional who is prepared to challenge the way things are
done (See Box 2).

Box 2: Why are we asked to write Reflective Notes?

- To make connections
- To examine your learning processes
- To clarify what you are learning
- To reflect on mistakes and successes
- To become an active and aware learner
- To become a reflective practitioner in your professional life

Remember reflection and reflective writing is like any other skill, it will take time and
practice to master it and you will only benefit from it if you approach it seriously.

Tips on Writing Reflective Notes

As previously mentioned, a reflective note for each CPD learning activity claimed should
contain the following four elements:
4.1

Title and description of activity

4.2

What was the learning need or objective that was addressed?

4.3

What was the outcome of the activity?

4.4

Further learning needs

Good quality Reflective Notes are usually personal and individualised to each learning
event. A standard template would negate the value of reflection. Box 1 outlines the basic
rules in writing Reflective Notes. As it concerns your thoughts, reflective writing is mostly
subjective. Therefore, in addition to being reflective and logical, you can be personal,
hypothetical, critical and creative. You can comment based on your experience, rather
than limiting yourself to academic or course evidence.

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

Table 2 expands on the general approach to writing good Reflective Notes, and these are
used to make the bulleted list in Section 4.5.
Hence, it is essential to consider which parts went well or badly regarding the learning
event and why this is your assessment. Furthermore, explain what exactly you have
learnt which is new learning. Based upon this new learning what will you do differently
next time? Ideally, this will lead you to identify further learning needs which can be part of
your next PDP or can be flagged up at future appraisals.
Table 2. Guidelines for reflection
CPD
Learning
Comments
Question
What are you going to reflect on? Describe what happened (the
Description:
4.1
learning event)
4.2, 4.3

What were your reactions and feelings? What did you think and
feel?

4.3

What was good and bad about the learning event? Make value
judgements.

4.3, 4.4

What sense can you make of the learning event? Bring in ideas
from outside the learning event to help you (such as work
experience)

Conclusions
(general):

4.3, 4.4

What can be concluded, in a general sense, from these learning

events and the analyses you have undertaken?

Conclusions
(specific):

4.3, 4.4

What can be concluded about your own specific, unique,

personal situation or ways of working?

Feelings:
Evaluation:

Analysis:

Personal
Action plans:

4.5

4.4

What are you going to do differently at work next time based on

this learning event? What steps are you going to take on the
basis of what you have learnt?

What makes a Good Quality Reflective Note

A good quality Reflective Note has many elements that relate to the actual
learning activity, how the individual interacts with the new learning, how this
learning is useful to the individual (often related to the PDP or job plan) and how
this may cause a change in an individuals practice. Reflective writing is an activity
that includes description (what, when, who) and analysis (how, why, what if). It is
an explorative tool often resulting in more questions than answers.
4.5.1

Style
Use full sentences and complete paragraphs
You can usually use personal pronouns like 'I', 'my' or 'we'
Keep colloquial language to a minimum (eg, kid, bloke, stuff)
Keep the length appropriate or concise (quality not quantity)
Presentation and legibility (especially if hand-written submissions)

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

A reflective task may allow you to use different modes of writing and
language:
descriptive (outlining what something is or how something
was done)
explanatory (explaining why or how it is like that)
expressive (I think, I feel, I believe)

4.5.2

Content
Clarity and good observation in presentation of learning event or
issues;
Depth and detail of reflective accounts;
Honesty and self-assessment;
Thoroughness of reflection and self-awareness;
Evidence of a willingness to revise ideas;
Evidence of creative thinking;
Evidence of critical thinking;
Evidence of a deep approach to the subject matter of the journal
article, or online learning
Representation of different cognitive skills (synthesis, analysis,
evaluation etc);

4.5.3

Supportive Practice
Submit the right number of Reflective Notes for each learning event
(see CPD guidance)
Clear statement of the learning need and link to PDP, e.g., why was
the Member there in the first place (Relationship of the entries in
CPD Form to any relevant day to day activities)
Match of the CPD Form, or learning events to the PDP
A clear proposed action(s) in response to the reflection
Questions that arise from the reflective processes and on which to
reflect further

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

Useful Vocabulary
The following are just a few suggestions for words and phrases that might be useful in
reflective writing. Using any of these words and phrases will not in itself make you a good
reflective writer, of course!
5.1

Description (the short bit!)

We are not suggesting specific vocabulary for any descriptive elements of your
reflective writing, because the range of possible events, ideas or objects on which
you might be required to reflect is so great.

5.2

Interpretation & Analysis (probably the most important bit)

meaningful
significant
important
relevant
useful

For me, the [most]

Previously,
At the time,
At first
Initially,
Subsequently,
Later,

[Alternatively,]
[Equally,]

This

[Un]Like...

This

aspect(s)
element(s)
experience(s)
issue(s)
idea(s)

was (were)

learning

arose from...
happened when...
resulted from...

thought (did not think)...

felt (did not feel)...
knew (did not know)...
noticed (did not notice)...
questioned (did not question)...
realised (did not realise)...

might be
is perhaps
could be
is probably

is similar to...
is unlike...

this

because of...
due to...
explained by...
related to...

because...

reveals...
demonstrates...

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5.3

Outcome & Synthesis

Having

read...
experienced...
applied...
discussed...
analysed...
learned...

I now

[Additionally,]
[Furthermore,]
[Most importantly,]

I have

significantly
slightly

feel...
think...
realise...
wonder...
question...
know...

I have learned that...

developed
improved

However, I have not [sufficiently]

my skills in...
my understanding
of...
my knowledge of...
my ability to...

This means that...

This makes me feel...

This knowledge
This understanding
This skill

Because I

is
could be
will be

essential
important
useful

to me as a learner [because...]
to me as a practitioner [because...]

did not...
have not yet...
am not yet certain about...
am not yet confident about...
do not yet know...
do not yet understand..

I will now need to...

As a next step, I need to...

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Faculty Of Public Health Tips On Writing Effective Reflective Notes

6

Conclusion
We hope that this brief introduction to learning theory and its accompanying practical
guidance will assist members with planning and reflecting on their CPD activities,
ensuring that they maximise the many learning opportunities that present in daily public
health practice, as well as optimising the value of more formal educational events.
Ultimately, time invested in reflective thinking and writing will greatly enrich the quality of
professional development, which ultimately translates into effective public health
performance.
Comments on this guidance are welcomed. They should be directed to: [email protected]

Bibliography
Benner, P. (1984) From novice to expert: Excellence and power in clinical nursing practice,
Addison Wesley.
Brookfield, S (1987), Developing critical thinkers: challenging adults to explore alternative
ways of thinking and acting. Milton Keynes: Open University Press
Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher, San Francisco: JosseyBass
Faculty of Public Health (2009) Continuing Professional Development (CPD) - CPD Policies,
Processes and Strategic Direction. London: Faculty of Public Health
Felder R.M. and Soloman B.A., Index of Learning Styles, http://www.ncsu.edu/felderpublic/ILSpage.html
Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Oxford:
Oxford Polytechnic Further Education Unit
Martin Hampton (2008), Reflective Writing: a basic introduction. University of Portsmouth
http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignment
s/filetodownload,73259,en.pdf
King (2002) Development of Student Skills In Reflective Writing
http://www.tcd.ie/Nursing_Midwifery/assets/director-staff-edu-dev/pdf/Development-ofStudent-Skills-in-Reflective-Writing-TerryKing.pdf
Kolb, D. A. (1984) Experiential Learning: Experience as a Source of Learning and
Development. New Jersey: Prentice Hall
The Learning Centre (2008), Reflective Writing. The University of New South Wales.
http://www.lc.unsw.edu.au/onlib/pdf/reflective.pdf
Brodie, L. (2005) Reflective Writing Guide for Students. Faculty of Engineering, University of
Southern Queensland, Toowoomba.
Mezirow, J (1990), Fostering critical reflection in adulthood: a guide to transformative and
emancipatory learning, Jossey- Bass, San Francisco
Schn, DA. (1983) The reflective practitioner: how professionals think in action, Basic Books
Schn, DA 1987, Educating the reflective practitioner. San Francisco: Jossey-Bass.
Watton P, Collings J, Moon J. (2001) Reflective Writing - Guidance Notes for Students.
Exeter: Exeter University.
https://as.exeter.ac.uk/media/level1/academicserviceswebsite/studentandstaffdevelopment/do
cuments/Reflective%20Writing%20-%20Guidance%20notes%20for%20students.pdf

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