REFLECTIVE PIECE Using a Self-assessment Wheel to Facilitate Reflection Jane Harvey-Lloyd School of Science, Technology and Health, University Campus Suffolk, UK Corresponding author: Jane Harvey-Lloyd, Senior Lecturer and Course Leader, Division of Health, School of Science, Technology and Health, University Campus Suffolk, Waterfront Building, Neptune Quay, Ipswich IP4 1QJ, UK Email: j.harvey-lloyd@ucs.ac.uk, Phone: +44 (0)1473 338548 Abstract As a life coach I have modified a commonly utilised tool – the Wheel of Life (Whitworth, L., Kimsey-House, H. and Davies, S. Co-active Coaching. Palo Alto, Ca: Davies-Black, 1998) and developed a self-assessment wheel. The purpose of this paper is to share my experience of developing and using the self-assessment wheel to facilitate reflection amongst practice educators. Reflective practice is an important skill to master and often the challenge for many practitioners is where to start and how to develop the necessary skills in order to reflect in a meaningful way. By discussing the link between self-assessment and reflection it is proposed that the self-assessment wheel it can help practitioners to overcome their reticence to begin the reflective process. Links are made throughout the paper with other reflective models and the flexibility of the tool is discussed alongside potential uses for the future. Keywords: reflective practice, continuing professional development (CPD), wheel of life, practice educator The purpose of this article is to share my experience of developing and using a self- assessment wheel to facilitate reflection among practice educators. Reflective practice is an integral part of being a professional and when combined with continuing professional development (CPD) it has the possibility to inform changes in practice, allow judgements in effective care, underpin learning and encourage a new way of thinking (Steele 1998). CPD is now mandatory for a wide range of health care professions. However, in order for it to be meaningful and for deep learning to occur, reflective practice is essential to the process. Nonetheless, it is still evident that many professionals have difficulty in engaging with the concept of reflective practice and this had led to some scepticism among those in allied health professions who initially feel unprepared to connect with the concept (Gibbs 2011). The ability to reflect on one’ s practice is relevant to all who work inter-professionally and often provides practitioners with the chance to evaluate their role within the inter-professional team. There is no doubt that reflective practice gives practitioners a © 2013D. Clouder, J. Thistlethwaite and V. Cross, PBLH, Vol 1, Issue 2 (October 2013) The Higher Education Academy 80 doi:10.11120/pblh.2013.00019