By Cathy Hull

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Schon challenges the traditional assumption that professional practice is simply the application of a task or a display of relevant knowledge to clearly defined problems. We discuss his ideas more fully in Chapter 5. Reflection in the context of learning suggests that the reflective practitioner is: conducting a conversation with herself. The conversation has a critical edge to it, for the professional is always asking the question: what if . . Being faced with fresh problems to which there is no single answer, and no one right answer, the professional has the responsibility to appraise the situation and formulate an effective strategy.

Because the reflective exercises are based on each individual's practices, the outcomes are directly relevant to the profile user. The goal is for nurses to be able to plan their learning so that it relates to their practice and then to choose educational activities that are accessible and relevant. The CNO are planning a range of support activities to help members fulfil the requirements of the quality assurance programme and the profile. The profile concept reflects the PROFILES AND PORTFOLIOS 17 philosophy of the quality assurance programme being developed and represents a new mind-set toward the regulations of professionals.

In other words, for Dewey, learning from experience is making 'backward and forward connections between what we do to things and what we enjoy or suffer from things in consequence'. In short, in experiential learning the learner is directly involved with the realities being studied. This can be contrasted with learning which is only read, heard, talked or written about, but where the reality of practice is never brought into the learning process. In more recent times the work of David Kolb (1984) has elucidated the basic principles of experiential learning.

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