一个关键事件是一个事件，促使所有参与和批判那些行动为了学习和提高实践采取的行动反思（Perry，1997被埃利奥特2004）。因此，一个关键事件是个人的每一个人，需要批判性思维技能；批判性思维技能的使用反映以决定最好的结果的能力（诺里斯和埃尼斯，1989引用Fisher，2011）。当应用批判性思维时，护士必须考虑自己的情感，价值观和信念，制定一个客观的结论（价格等，2010）；结论可能有助于提高学习需求和自我意识。反思可能有助于这些发展。”反思是批判性分析的实践过程中发现潜在的影响，动机和知识”（泰勒，2000引希利亚德，2006:35）；因此，批判性地分析和反映能力是交织在一起的，护士能从中学习和发展自己的重要实践。
分析选择关键事件我会用结构化的约翰反射模型（Palmer等人，1994引蟑螂合唱团，2003）隐含在文章。约翰的模型包括五个问题要及时反映，这些包括；的事件，描述反射，这可能影响结果的因素，可能的方式中，情况可能有所改善，由此产生的学习（Palmer等人，1994引蟑螂合唱团，2003）。学习分为五个子类别的知道，这些纳入的护理交付，个人的情绪，道德上的考虑，支柱理论和个人发展如何贡献的结果相比，过去的情况下（价格等，2010）。知道隐含适用Brookfield的子类别（1987）批判性思维包括挑战假设成分，认识到学习的重要性，有一个潜在的偏见的态度可能会阻碍学习，思考和分析潜在的干预措施（罗尔夫等，2011）。结构约翰反射模型（Palmer等人，1994引蟑螂合唱团，2003）被选为不同方面的情况进行认真的反思，包括他人的行为可能导致的结果；知道允许从个人和专业的角度深入探索的经验范畴。
莫道克论文代写:关键事件分析法
A critical incident is an incident which has prompted reflection of the actions undertaken by all involved and being critical of those actions in order to learn and improve practice (Perry, 1997 cited by Elliott 2004). Therefore, a critical incident is personal to each individual and requires critical thinking skills; critical thinking skills utilise the ability to reflect in order to decide upon the best outcome (Norris and Ennis, 1989 cited by Fisher, 2011). When applying critical thinking, the nurse must consider their own emotions, values and beliefs to develop an objective conclusion (Price et al, 2010); the conclusion may contribute to an improved awareness of learning needs and self. Reflection may aid these developments. “Reflection is the process of critically analysing practice to uncover underlying influences, motivations and knowledge” (Taylor, 2000 cited by Hilliard, 2006:35); therefore the ability to critically analyse and reflect are intertwined and crucial for the nurse to be able to learn from and develop their own practice.
To analyse the chosen critical incident I will be using John’s model of structured reflection (Palmer et al, 1994 cited by Jasper, 2003) implicitly throughout this essay. John’s model consists of five questions to prompt reflection, these include; description of the incident, reflection, factors which may have influenced the outcome, possible ways in which the situation may have been improved and resultant learning (Palmer et al, 1994 cited by Jasper, 2003). Learning is divided in five sub-categories of knowing, these incorporate; care delivery, personal emotions, ethical considerations, underpinning theory and how personal development has contributed to the outcome compared to past situations (Price et al, 2010). The sub-categories of knowing implicitly apply Brookfield’s (1987) components of critical thinking which consist of challenging assumptions, recognising the importance of learning, how a potentially biased attitude may hinder learning, and contemplating and analysing potential interventions (Rolfe et al, 2011). John’s model of structured reflection (Palmer et al, 1994 cited by Jasper, 2003) was chosen as different aspects of the situation can be critically reflected upon, including how the actions of others may have contributed to the outcome; the sub-categories of knowing allow a thorough exploration of the experience from a personal and professional perspective.
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