Reflective Essay Example and Template (Annotated)

(1) Description. During my second-year placement on a medical ward, I was asked to help an older patient, whom I will call Mrs A, with her morning medication. She refused her tablets, saying they made her feel sick. I told her the tablets were important and that the doctor wanted her to take them, but she became upset and turned away. My mentor came over, sat beside her and asked what exactly she was feeling. After a short conversation, Mrs A explained that she struggled to swallow large tablets. My mentor arranged for a review of the formulation, and Mrs A later took her medication without difficulty.

(2) Feelings. At the time, I felt embarrassed and anxious. I was worried about falling behind on the medication round, and I felt that Mrs A's refusal reflected badly on me. When my mentor resolved the situation so easily, I felt relieved but also frustrated with myself, because I realized I had focused on completing the task rather than on Mrs A.

(3) Evaluation. Some aspects went well: I recognized that I could not force Mrs A to take her medication, and I did not leave the situation unresolved, since I stayed until my mentor arrived. However, my communication was poor. I responded to her refusal with persuasion rather than curiosity, and I did not ask why she was refusing. As a result, I missed information that was essential to her care.

(4) Analysis. Person-centered care emphasizes understanding the patient's own perspective and treating them as a partner in decisions about their care. By repeating that the doctor wanted her to take the tablets, I positioned Mrs A as someone to be persuaded rather than consulted. My mentor's approach, sitting at her level and asking an open question, reflected the communication skills emphasized in my course, particularly active listening. Time pressure also played a part. Studies of nursing workload describe how heavy workloads can push nurses towards task-focused care, and I recognize that pattern in my own behavior that morning. Finally, the professional code I am expected to follow requires respect for a patient's right to accept or refuse treatment; Mrs A's refusal was not an obstacle but information I should have explored.

(5) Conclusion. I have learned that a refusal is often the start of a conversation, not the end of one. Had I asked an open question such as "What happens when you take these tablets?", I might have identified the swallowing difficulty myself. I also learned that feeling under time pressure does not justify skipping communication; in this case, a two-minute conversation saved time overall and improved Mrs A's care.

(6) Action plan. In future, when a patient declines medication, I will first ask open questions to understand their reasons before offering information, and I will report concerns about formulation or side effects promptly. I will practice this during my next placement by asking my mentor to observe at least two medication rounds and give feedback on my communication. I will also read further on dysphagia and medication administration in older adults, so that I can recognize swallowing difficulties earlier.

Descriptive: "The group project was difficult. Two members did not do their work, so I had to do extra. We finished on time and got a good mark."

Reflective: "When two group members missed deadlines, I quietly took on their sections rather than raising the problem. Looking back, I avoided conflict because I wanted to be liked, but this left the group without a shared plan and left me exhausted. Tuckman's model of group development suggests we never moved past the 'storming' stage because nobody addressed the tension openly. Next time, I will suggest agreeing roles and deadlines in writing at the first meeting."

Teaching placement (Driscoll): What? I planned a group activity for a Year 5 class, but it collapsed into noise after five minutes. So what? I had given instructions for all three stages at once, and most pupils remembered only the first; this matches what I had read about working memory limits in children. Now what? I will give instructions one stage at a time, model each, and check understanding before pupils begin.

Business internship (Kolb): I presented a market analysis to my manager that was accurate but too long, and she stopped me after three slides (concrete experience). I noticed she wanted the recommendation first (reflective observation). The pyramid principle of communication, leading with the conclusion, explains why (abstract conceptualization). In my next update, I opened with the recommendation and two supporting points, and the meeting took half the time (active experimentation).