SQIFED: A new reflective model for action learning

As paramedic practice develops cognitive skills such as reflection and reflective writing are becoming as important as traditional psychomotor skills such as cannulation. This development is not unique to our profession. The ubiquitous nature of reflection within healthcare education is due to the fact that learning is fostered through the acknowledgment of the links between theoretical and practical knowledge, emotion and action (Bulman, 2004). There are many ways in which reflection can be used to aid learning. Action learning is a form of reflective learning which occurs with the aid of a group and aims to achieve workable solutions to real problems (McGill and Beaty, 2001).

Although a form of group work, the focus of action learning is the individual. The individual brings a real-life problem to the group known as the ‘set’ and receives the full attention of the set as they present their problem. Through a process of insightful questioning the individual is helped to reflect not only on the problem itself but also on previous patterns of behaviour in order that they may move towards a new understanding of the problem and, ultimately, of themselves. This new understanding then shapes their planned future actions which may solve not only the immediate problem but also determines how future challenges and opportunities are approached (McGill and Beaty, 2001). Reflective practice involves critical analysis of situations which includes activities such as identifying existing knowledge and assumptions, exploring feelings and alternative courses of action (Brookfield, 1987). The action learning process can help an individual with any or all of these activities which therefore makes it a valuable tool to develop reflective practice.