🧠 Final Reflective Journal: Becoming the Professional I Want to Be

(Nicoleta Sofronescu)

Introduction

When we think of professional development in health and social care, it’s easy to imagine clinical placements, patient interactions, or multi-agency meetings. But for me, some of the most important lessons have come from a place far removed from formal care settings — a busy warehouse. At first glance, this environment might seem unrelated to the emotional, ethical, and relational complexities of the care profession. Yet, over the past few months, my experiences in this setting have challenged that assumption, revealing unexpected parallels between logistical work and the responsibilities of health and social care practitioners.

In my role at the warehouse, I’ve faced a range of challenges — some interpersonal, some ethical, and others rooted in organisational pressures. While none of these involved formal care delivery, they required me to confront real dilemmas: how to handle conflict, whether to speak up in difficult situations, and how to act ethically when efficiency is prioritised over integrity. These moments may have appeared minor in the grand scheme of things, but they offered valuable opportunities to practise reflection, examine my values, and begin shaping the kind of professional I want to become.

This journal entry brings together three key reflections from the last term — each rooted in personal experience or academic analysis, but all united by a central theme: that critical thinking and reflective practice are vital tools for navigating dilemmas and building a professional identity grounded in empathy, responsibility, and ethical awareness.

The first experience involves witnessing a conflict between two colleagues and grappling with my own inaction and emotional discomfort. This event revealed to me the power of non-verbal communication, emotional intelligence, and the impact of silence in tense situations. The second focuses on an ethical dilemma: choosing whether to report damaged stock despite operational pressure. This scenario tested my ability to think critically under pressure and highlighted the importance of standing by ethical decisions, even when they are inconvenient. Lastly, I reflect on a case study from my academic work — the potential premature discharge of a young adult with a learning disability — and how this situation demanded a person-centred, reflective, and ethically robust response from professionals operating within a resource-limited system.

Bringing these reflections together has required more than just compiling separate incidents. It has involved re-examining each situation through a unified lens — one that considers not only what happened but what these events reveal about my personal growth, professional values, and readiness for future roles in care. It has also challenged me to see how skills like emotional regulation, communication, and ethical decision-making are transferable across vastly different settings. The warehouse, in many ways, became a mirror for the kinds of challenges I expect to face in care work — albeit in different forms.

This final reflective journal is therefore more than a summary — it’s a narrative of transformation. It documents my journey from being a passive observer to becoming an active participant in my own development. It highlights how I’ve started to move beyond simply reacting to situations, and instead begun engaging with them critically and ethically. Most importantly, it underscores the belief that professional identity is not something we are given, but something we build — moment by moment, decision by decision, reflection by reflection.

As I look ahead to future roles in health and social care, I carry with me the awareness that dilemmas will always exist — whether between colleagues, within teams, or in larger systems. But I also carry a growing confidence that I now have tools — reflection, ethical reasoning, and critical thinking — to respond to those dilemmas with professionalism, compassion, and care.

Part One: Conflict at the Warehouse – A Missed Opportunity?

The Situation

A seemingly ordinary day took an unexpected turn when two colleagues had a heated argument over workload right in front of the rest of the team. One stormed off, and the atmosphere shifted from busy to tense. I stood there, silent. Not in disagreement or judgment — just unsure.

I wasn’t in a leadership role. I didn’t feel equipped to intervene. But the silence stayed with me longer than the noise of the argument. What should I have done? Could I have helped?

Reflecting on My Inaction

Using Gibbs’ Reflective Cycle (1988), I began to unpack my response:

Feelings: I felt awkward and unsure. I wanted to help but didn’t know how.

Evaluation: Saying something calming might have helped de-escalate the situation, or at least shown empathy.

Analysis: My inaction wasn’t because I didn’t care — it was because I lacked confidence. I now realise this is common in many professional situations, especially in hierarchical or emotionally charged settings (Thompson, 2017).

Conclusion: Empathy doesn’t always require authority. A simple, calm presence or supportive gesture can make a difference.

Action Plan: In future, I aim to use non-verbal communication (Argyle, 1972) — such as body language, tone, and facial expressions — to offer reassurance even if I don’t know exactly what to say.

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Professional Lessons

Reflecting on this experience helped me understand that professionalism goes beyond job roles or formal authority — it’s deeply rooted in how we respond to challenges, especially those involving people’s emotions and wellbeing. While I wasn’t expected to take control of the conflict, I now recognise that every team member has a responsibility to contribute to a safe and supportive work environment.

One of the most important lessons was realising how my inaction conflicted with values that are central to health and social care — especially the Six Cs: Care, Compassion, Competence, Communication, Courage, and Commitment (NHS, 2012).

 I showed care and compassion by checking in with a colleague afterwards, but I missed the opportunity to demonstrate these values in the moment.

 I lacked courage, which the Six Cs define as doing the right thing even when it’s hard.

 I also didn’t fully apply communication, which includes not just talking, but using body language and presence to de-escalate tension.

 This moment highlighted for me that professional values should be applied consistently, even in informal settings like the warehouse, because they shape who we are becoming as practitioners — not just what we do once we're in a formal care role.

The Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England (2013) also emphasises the duty to “promote and uphold the privacy, dignity, rights, health and wellbeing of people who use health and care services and their carers at all times.” While I wasn’t dealing directly with service users, I began to see that upholding dignity and wellbeing starts with how we treat our colleagues, especially during moments of stress or disagreement.

Similarly, Skills for Care (2022) outlines core skills like emotional awareness, communication, conflict resolution, and teamwork as essential for safe and effective care. These aren't just technical abilities — they're relational skills that help us build trust and promote a culture of respect and support. Even outside of direct care scenarios, these skills are what allow teams to function well and ensure the wellbeing of everyone involved.

This experience has helped me understand that part of becoming a care professional is being able to act ethically and reflectively under pressure, even in subtle, everyday situations. It also taught me the importance of developing emotional intelligence, which Thompson (2017) sees as a key component of reflective practice. Being able to read the room, recognise my own emotional response, and still choose to act in a supportive way is something I want to continue working on.

Going forward, I want to be more proactive and self-assured in situations like this — even small interventions matter. Whether it’s offering a calming word, making eye contact to defuse tension, or checking in quietly with someone afterwards, these are the moments that shape professional identity. I’m learning that care doesn’t just happen in service-user interactions — it begins in how we show up for one another, every day.

Part Two: Ethics and Efficiency – Reporting Damaged Stock

The Dilemma

Shortly after the conflict incident, another challenge emerged. A delayed shipment left our team under pressure. During unloading, I noticed damaged products. My choice: report the damage and slow down operations or stay quiet to keep the process moving.

The pressure was real. Reporting it could mean scrutiny from management. Not reporting could affect downstream departments or customers.

Reflection in Action

Again, I turned to Gibbs' Cycle to process my experience:

Feelings: Stressed and conflicted. I knew the right thing to do but feared negative consequences.

Evaluation: Short-term silence would protect me, but long-term it might hurt others — and compromise integrity.

Analysis: Critical thinking (Paul & Elder, 2014) reminded me that decisions in professional practice aren’t just about rules — they’re about weighing risks, ethics, and values.

Conclusion: The ethical course was to report it and suggest solutions rather than simply deliver a problem.

Action Plan: I spoke to my supervisor and recommended we inspect the shipment to separate damaged from usable items.

Alignment with Care Values

What struck me was how closely this dilemma mirrored what health and social care professionals experience — the pressure to meet targets versus doing what’s ethically right. In care settings, this could relate to discharge decisions, safeguarding, or medication management. The Skills for Care (2022) framework emphasizes that safety, communication, and ethical judgment are foundational — even when the system is under strain.

This situation taught me that doing the right thing doesn’t always feel comfortable — but it builds the kind of professional character I want to embody.

Part Three: Jordan’s Story – Navigating Systemic Pressures

The Scenario

As part of my academic learning, I explored a complex real-world case involving “Jordan,” a 23-year-old with a mild learning disability living in supported accommodation. Despite progress in developing independence, his discharge into semi-independent housing was being driven by funding pressures rather than individual readiness.

This situation posed deep ethical questions:

Is Jordan ready, or is this about budget?

Who decides when someone is “independent enough”?

What are the risks of an early discharge?

Reflection and Ethical Complexity

This scenario required more than surface-level reasoning — it called for ethical reflection and critical evaluation of the entire system.

According to the Care Act 2014, decisions must promote well-being and choice (Department of Health and Social Care, 2014). But real-world practice often involves conflicting agendas. As Schön (1983) describes, “reflection-in-action” means being able to respond in the moment, questioning decisions even under pressure.

This reflection helped me ask: What would I do as a support worker or advocate in Jordan’s case?

Using Critical Thinking

The ethical concerns around Jordan’s discharge raised key critical questions:

What supports are being removed, and why?

Are his communication needs being fully understood?

How involved is Jordan in these decisions?

I applied Thompson’s (2020) critical practice model to explore structural pressures: funding cuts, placement shortages, and policy thresholds — all of which may override personalised care.

 By asking “what else is possible?”, professionals can identify alternatives like phased transitions, increased community outreach, or supported communication for more inclusive planning.

Advocacy and Interdisciplinary Collaboration

One of the strongest takeaways was the importance of interdisciplinary advocacy. Professionals must speak up — using evidence (risk assessments, behavioural patterns) to argue for ethical, person-centred decisions.

The Mental Capacity Act (2005) offers a legal framework to support decisions made in an individual’s best interest. It ensures people like Jordan aren’t moved on prematurely simply because they no longer “fit” the system.

Reflecting on this scenario made me realise: whether in a care setting or a warehouse, being ethically grounded means understanding how systems impact individuals — and having the courage to speak up.

Bringing It All Together

Each of these three experiences — witnessing conflict, addressing damaged stock, and analysing Jordan’s case — initially felt separate. But through reflection, I’ve realised they are all connected by key themes:

1. Reflection Turns Experience into Learning

I used to think reflection was about looking back. Now I see it as an active, ongoing process. It helps me understand my responses, challenge my assumptions, and plan future actions more intentionally.

As Bolton (2014) argues, reflection is the bridge between action and meaning — it transforms doing into learning. Whether I’m processing a workplace conflict or an ethical dilemma in care, reflection helps me grow.

2. Critical Thinking Is Not Just Academic — It’s Practical

From warehouse dilemmas to supported-living scenarios, critical thinking has helped me pause, evaluate, and act ethically under pressure. It's not about being clever — it's about being grounded, curious, and values-driven.

As Paul and Elder (2014) remind us, critical thinking helps us resist pressure, avoid shortcuts, and make decisions that align with our values — even when they’re unpopular or inconvenient.

3. Professional Identity Is Built Through Experience

Through these reflections, I’ve started shaping the professional I want to become: someone who notices people’s emotional needs, questions unethical systems, and acts with integrity.

I’m learning to use both empathy and assertiveness — to listen, speak up, and stand by decisions that protect others. These aren’t just health and social care skills — they’re life skills, transferable across any sector.

Conclusion

Reflecting on the journey captured in this journal, what stands out most is how much personal and professional growth can come from everyday experiences — even in places where we might not expect it, like a warehouse. The conflicts, dilemmas, and moments of hesitation I’ve faced have taught me that professional identity isn't built in theory alone — it is forged through real situations that test our values, courage, and self-awareness.

Each of the experiences I discussed — witnessing a workplace conflict, choosing whether to report a mistake under pressure, and analysing Jordan’s discharge dilemma — highlighted a recurring theme: the importance of ethical sensitivity, critical thinking, and reflection in becoming a trustworthy and competent practitioner. These are not abstract skills. They are ways of thinking and being that help guide us through ambiguity, pressure, and difficult decisions.

What I’ve come to understand is that reflection is more than just looking back — it’s about looking inward and forward. It helps me ask not only “What happened?” but also “What kind of professional do I want to be?” and “What will I do differently next time?” This mindset is especially vital in health and social care, where the people we support often live with the consequences of our decisions.

Similarly, critical thinking is not about finding the perfect answer — because often, there isn’t one. It’s about staying open-minded, questioning assumptions, and making decisions based on evidence, ethics, and empathy. It allows us to balance competing priorities — whether that's client needs and service demands, or team harmony and personal integrity.

This process of self-inquiry has also made me appreciate the emotional intelligence needed in professional settings. I’ve realised that being “professional” doesn’t mean being distant or unaffected. In fact, empathy, calmness under pressure, and thoughtful communication are essential tools — whether you’re supporting a vulnerable person transitioning out of care or simply responding to tension among colleagues.

Going forward, I feel more prepared — not because I have all the answers, but because I’ve learned how to reflect, question, and adapt. I’ve seen how even small moments can shape who we become as professionals, and how being present, honest, and thoughtful can have a ripple effect on those around us.

Ultimately, this journey has helped me begin to embody the kind of professional I hope to be: someone who listens, thinks critically, speaks up when needed, and always puts the dignity and wellbeing of others at the centre of my practice. Reflection and critical thinking aren’t just academic exercises — they are the foundation of ethical, compassionate, and effective care.

Thanks for taking the time to read my reflections. I’ve learned a lot through these experiences — about myself, about professionalism, and about the importance of empathy and courage in everyday situations.

I hope something here speaks to you and supports you on your own journey, wherever you are in it. Keep reflecting, keep learning, and remember — small actions can lead to meaningful growth.

References

• Argyle, M. (1972). Non-Verbal Communication in Human Interaction.

• Bolton, G. (2014). Reflective Practice: Writing and Professional Development. Sage.

• Department for Constitutional Affairs (2007). Mental Capacity Act 2005 Code of Practice.

• Department of Health and Social Care (2014). Care Act.

• Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods.

• Goodley, D. (2011). Disability Studies: An Interdisciplinary Introduction.

• Local Government Association (2020). Six Principles of Safeguarding.

• Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life.

• Schön, D.A. (1983). The Reflective Practitioner.

• Skills for Care (2022). Core Skills for Health and Social Care Workers.

• Thompson, N. (2017). Understanding Social Work: Preparing for Practice.

• Thompson, N., & Thompson, S. (2018). The Critically Reflective Practitioner.

• Thompson, N. (2020). Promoting Equality: Working with Diversity and Difference.