ABSTRACT
In order to reflect on continuing professional development (CPD), the terms ‘critical reflection’ and ‘reflective practitioners’ are explored. Work-based learning and practice-based professional learning models are shown to be useful modes for connecting what has been learnt in class to what is learnt in practice? Reflective models such as those developed by Kolb, Gibbs, Schon, Atkins and Murphy, and Driscoll are expanded upon and offered as useful tools to those wishing to become a reflective practitioner. Each model is explained with an example given of its application in a given scenario. A further role is identified in how reflective practice can be used in assessing and fulfilling a needs gap in skills, knowledge, or experiences. A useful link to identifying CPD activities is demonstrated.
