Introduction
This essay aims to reflect on the concept of neonatal reflexes, a fundamental aspect of newborn development, using Rolfe’s Reflective Model (2001) as a structured framework. Neonatal reflexes are involuntary responses present in infants at birth, critical for survival and indicative of neurological health. As a nursing student specialising in public health, understanding these reflexes is essential for assessing infant well-being and identifying potential developmental concerns. This reflection will explore my learning experience in this area, applying Rolfe’s three-stage model—what, so what, and now what—to critically analyse my knowledge, its implications, and future actions. The essay will draw on academic literature to support arguments and highlight the relevance of neonatal reflexes in nursing practice.
What: Description of Neonatal Reflexes and Learning Experience
Neonatal reflexes are automatic motor responses triggered by specific stimuli, observed in newborns and typically diminishing as voluntary control develops. Examples include the Moro reflex (startle response), rooting reflex (turning head toward touch to facilitate feeding), and grasp reflex (clutching objects placed in the palm) (Brazelton and Nugent, 2011). During my studies, I engaged with these concepts through lectures, clinical simulations, and readings, gaining insight into their role in assessing neurological integrity. My initial understanding was limited to identifying these reflexes as mere indicators of normal development. However, observing a simulation of a neonatal assessment revealed the complexity of interpreting reflex strength, symmetry, and persistence beyond expected timeframes, which could signal underlying issues such as cerebral palsy (Jones and Gray, 2015). This experience prompted a deeper curiosity about their clinical significance and my responsibility as a future nurse to accurately assess them.
So What: Analysis and Implications of Knowledge
Reflecting on this learning, I recognise that neonatal reflexes are not just routine checks but vital diagnostic tools. Their presence, absence, or abnormality can indicate neurological health or potential developmental delays, influencing early intervention strategies (Brazelton and Nugent, 2011). For instance, a weak or absent Moro reflex might suggest neurological impairment, necessitating further investigation. This realisation has deepened my appreciation for precision in clinical observations and the need to consider contextual factors, such as prematurity, which may alter reflex presentation (Jones and Gray, 2015). Furthermore, understanding these reflexes aligns with public health goals of promoting early identification and support for at-risk infants, reducing long-term health disparities. However, I must acknowledge the limitation of my current knowledge; while I grasp the basics, I lack the practical experience to confidently interpret subtle variations in reflex responses, highlighting a gap in my skills that requires addressing.
Now What: Future Actions and Learning Needs
Moving forward, I plan to enhance my competence in neonatal assessments by seeking additional clinical placements focused on infant care. Engaging with experienced practitioners will allow me to observe and practice reflex testing under supervision, improving my interpretive skills. Additionally, I intend to explore current research on neonatal reflexes to stay informed about advancements in diagnostic criteria, ensuring my practice remains evidence-based. Reading widely, including studies on cultural and environmental influences on reflex development, will broaden my perspective (Smith et al., 2017). Finally, I aim to collaborate with multidisciplinary teams to understand how reflex assessments integrate with broader public health initiatives, supporting holistic care for families. These steps, though straightforward, are essential for building confidence and addressing the limitations in my current understanding.
Conclusion
In conclusion, reflecting on neonatal reflexes using Rolfe’s Reflective Model has illuminated their critical role in nursing and public health. The ‘what’ stage described my foundational learning, while ‘so what’ revealed the diagnostic and societal importance of this knowledge, alongside gaps in my expertise. The ‘now what’ phase outlined actionable steps to bridge these gaps through practical experience and further study. This reflection underscores the necessity of continuous learning in nursing to ensure accurate assessments and early interventions, ultimately contributing to improved infant outcomes. As I progress, integrating theoretical knowledge with hands-on practice will be vital for delivering competent, compassionate care in my future role.
References
- Brazelton, T.B. and Nugent, J.K. (2011) Neonatal Behavioral Assessment Scale. 4th ed. London: Mac Keith Press.
- Jones, M. and Gray, S. (2015) ‘Neonatal reflexes and their clinical significance’, Journal of Pediatric Nursing, 30(5), pp. 721-728.
- Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical Reflection for Nursing and the Helping Professions: A User’s Guide. Basingstoke: Palgrave Macmillan.
- Smith, A.P., Duggan, M. and Campbell, L.E. (2017) ‘Environmental influences on neonatal reflex development: A review’, Early Human Development, 115, pp. 48-55.
