Table 2.

Theories and models referred for implementation - iterative stages of reflection

Author	Process of reflection
	Description of event	Deconstructing event	Learning outcomes	Framing
Schon's Reflection-in-Action and Reflection-on-Action [4]	Knowing in action, Reflection-in-action, Reflection-on-action
Argyris and Schon's Organisational Learning [89]	Single and Double loop learning
Gibbs' Reflective Cycle [73]	Description What happened?	Evaluation What was good and bad about the experience?	Action Plan If it arose again, what would you do?
	Feelings What were you thinking and feeling?	Analysis What else can you make of the situation?
		Conclusion What else could you have done?
Kolb’s Learning Cycle [5]	Concrete experience Doing/ having an experience	Reflective observation Reviewing/ reflecting on experience	Abstract conceptualisation Concluding/ learning from experience
			Active experimentation Planning/ trying out what you have learned
Kim’s Critical Reflective Inquiry [85]	Description of situation	Reflection and analysis of situation	Critical phase focused on correcting ineffective practice and moving to changed perspectives and actions
Boud's Reflection Model [6]	Experience Behaviour Ideas Feelings	Reflective process Returning to experience Attending to feelings Re-evaluating experience	Outcomes New perspectives Change in behaviour Readiness for application Commitment to action
Griffiths and Tann's 5 Level Model of Reflection [75]	Action Rapid reaction (immediate)	Analysis Review (after the event)	Planning Retheorize/ reformulate (formal and rigorous appraisal)
	Observation Repair (momentary)	Evaluation Research (systematic)
Mamede and Schmidt's 5-Factor Model of Reflective Practice [90]	Reporting What were your feelings and responses to the situation?	Relating Are there any connections between this event and your past experience and understanding?	Reconstructing In the future, can you develop some action plans based on this event?
		Reasoning Can you analyse more about the event? Did you find any significant factors underlying this clinical encounter?	Reflecting Can you give some feedback on this debriefing?
Ryan’s 4Rs of Reflection [91]	Reporting What happened?	Relating Have I seen this before? Were the conditions same or different? Do I have the skills or knowledge to deal with this?	Reconstructing How would I deal with this next time? What might work and why? What might happen if…? Are my ideas supported by theory?
		Reasoning Factors underlying issue Why they are important Refer to relevant theory Consider different perspectives
Beauchamp's Integrative Framework [92]	Examining	Thinking and understanding	Developing and transforming	Concerning a particular object, and in view of achieving a particular goal, or rationale
		Problem solving
		Analysing
		Evaluating and/ or constructing
Pearson and Smith's Debriefing [88]	Log What happened?	Diary How do you feel?	Journal What does it all mean?
Johns' Model of Structured Reflection [84]	Description of experience Phenomenon Describe the ‘here and now’ experience	Reflection What was I trying to achieve? Why did I intervene/ react as I did? What were the consequences of my actions? How did I feel about this experience? How did the other person feel? How do I know how the other person felt?	Learning What other choices did I have What would be the consequences how do i feel now how have i made sense of this experience how has this experience changed my ways of knowing
		Influencing factors Internal factors External factors Sources of knowledge
Koole et al.'s 'Eclectic' Model [74]	Reviewing the experience Adequate description of an event Identify essential elements and describe own thoughts and feelings	Critical analyses Searching questions Frames of reference	Reflective outcome Conclusions Concrete learning goals Plans for future actions
Dewey’s 5 Phases [2]	Disturbance and uncertainty	Studying conditions of situation and formation of working hypothesis	Testing hypothesis in action
	Intellectualisation and definition of problem	Reasoning
Atkins and Murphy's Model of Reflection [93]	Identify and learning	Analysis
	Awareness of discomfort or action or experience	Evaluate
	Describe the situation
Roskos et al.'s Reflection and Learning [86]	Describe an activity	Interpret activity	Critique activity
		Evaluate activity
Mezirow’s Transformative Learning [77]	Disorienting dilemma	Critical assessment of assumptions	Exploration of new roles, relationships and actions
	Self-examination with feelings	Recognition of one’s discontent	Planning a course of action
			Acquiring knowledge and skills for implementing plans
			Provisional trying of new roles
			Building competence and self confidence in new roles
			Reintegration of new perspectives
Ash and Clayton's DEAL Model [80–83]	Describe Factual overview 5 senses	Examine	Articulate learning What was learned? How it was learned? Why is it important? How learning can be applied to future practices?
Korthagen's ALACT Model of Reflection [78]	Acting	Awareness of essential aspects	Creating alternative methods of action
	Looking back on action		Trial
McLeod's 9 Steps of Reflection [79]	Readiness to be open	Recognising personal influences	Responding by making appropriate changes
	Recalling situation	Reflecting on experiences from other’s perspectives	Remembering benefits of learning
		Reviewing
		Relating to relevant reading
		Re-appraising relevance
Bass et al.'s Model of Holistic Reflection [76]	Self awareness	Reflection Thoughts and feelings	Learning Synthesis/ action
	Description	Influences
		Evaluation Analysis/ conclusions
Carver and Scheier's Model of Behavioural Self-Regulation [94]				Context of goals wished to pursue
Grant's Life Coaching [95]				Context of goals wished to pursue
Burnham's GGRRAAACCEEESSS Model [87]				Gender, geography, race, religion, age, ability, appearance, class, culture, ethnicity, education, employment, sexuality, sexual orientation and spirituality