Doing it differently? A review of literature on teaching reflective practice across health and social care professions

Norrie, Caroline; Hammond, John A.; D’Avray, Lynda; Collington, Valentina; Fook, Jan

doi:10.1080/14623943.2012.670628

Cited by 38 publications

(28 citation statements)

References 34 publications

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“…Reviews attempting to answer some of these questions find evidence that reflective thinking is related to deep learning and understanding and, when performed in a structured manner, can be taught, learned, replicated and measured [16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35]. However, the retrospective nature of examining reflection through writing journals, blogs, vlogs, portfolios, or other methods does not allow complete assessment of reflection-in-action, which is one of Schön's [2,7] primary theoretical contributions to reflection and the purposes of reflection.…”

Section: What Are the Future Directions Of Reflective Research And Prmentioning

confidence: 99%

“…Norrie, Hammond, D'Avray, Collington and Fook [25] conducted a systematic review examining reflection in pedagogical approaches in different healthcare professions. They categorised the use of reflective techniques, first, into summative methods, which include portfolios (paper or electronic), reflective diaries/autobiographical stories (paper or electronic), critical incident reports/essays and seminar presentations.…”

Section: How Does Empirical Research Depict Reflective Practice In Hementioning

confidence: 99%

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Reflective Practice in Healthcare Education: An Umbrella Review

Fragkos

2016

Preprint

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Reflection in healthcare education is an emerging topic with many recently published studies and reviews. This current systematic review of reviews (umbrella review) of this field explores the following aspects: which definitions and models are currently in use; how reflection impacts design, evaluation and assessment; and what future challenges must be addressed. Nineteen reviews satisfying the inclusion criteria were identified. Emerging themes include the following: reflection is currently regarded as self-reflection and critical reflection, and the epistemology-of-practice notion is less in tandem with the evidence-based medicine paradigm of modern science than expected. Reflective techniques that are recognised in multiple settings (e.g., summative, formative, group vs. individual) have been associated with learning, but assessment as a research topic is associated with issues of validity, reliability and reproducibility. Future challenges include the epistemology of reflection in healthcare education and the development of approaches for practising and assessing reflection without loss of theoretical background.

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Section: What Are the Future Directions Of Reflective Research And Prmentioning

confidence: 99%

Section: How Does Empirical Research Depict Reflective Practice In Hementioning

confidence: 99%

Reflective Practice in Healthcare Education: An Umbrella Review

Fragkos

2016

Preprint

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“…Although reflection is very much linked with healthcare education already (Buckley et al 2009;Chaffey et al 2012;Chen and Forbes 2014;Crowe and O'Malley 2006;Epp 2008;Fragkos 2016;Jayatilleke and Mackie 2013;Kuiper and Pesut 2004;Lethbridge et al 2011;Mann et al 2009;McGillivray et al 2015;Miraglia and Asselin 2015;Ng et al 2015;Nguyen et al 2014;Norrie et al 2012;Prasko et al 2012;Rushmer et al 2004;Tsingos et al 2015a;Tsingos et al 2015b;Van Roy et al 2015;Williams 2001), I will try to focus on self-reflection which will improve personal practice as a teacher educator.…”

Section: Contextual Example Contextual Examplementioning

confidence: 99%

Exploring whether (and how) self-reflection can improve practice as a teacher educator

Fragkos¹

2018

MedEdPublish

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Exploring whether (and how) self-reflection can improve practice as Exploring whether (and how) Abstract AbstractThe present essay describes a model under which a method of self-improvement of teacher-educator practice can be implemented by analyzing personal practices. I will focus my argument on investigating self-reflection and the subject under investigation will be the educator: how can they self-reflect in order to enhance their learning and hence their practice. The first step of the model is self-reflection. The second step will be self-study. The final step will be self-research techniques (such as autoethnography). This final step will provide the validity for improving personal practice in a possibly reliable way such that practices of narcissism and self-replicating redundancies or errors are avoided. By acknowledging the multiple identities a teacher assumes in their professional practice allows them to analyze them systematically and eventually improve on them.

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“…Education in the broad idea of 'reflective practice' is generally accepted as crucial for developing safe, equitable and ethical practice in people work however the description of its aims varies by profession and the discipline in which it sits (Kember, McKay, Sinclair & Wong, 2008;Norrie, Hammond, D'Avray, Collington & Fook, 2012). In health care practice it is seen as integral to professional learning in that it supports the analysis and evaluation of practice experience (Regmi & Naidoo, 2013) whilst Edwards & Thomas (2010) suggest that it is a way of health and care workers to become socialised into 'communities of practice' that have socially agreed rules, standards and motives.…”

Section: The Purpose Of Reflecting In Health and Care Workmentioning

confidence: 99%

“…there is no best strategy to teaching reflective practice, however, it is suggested that if the approaches to teaching reflection are superficial, the resulting thinking by students will be superficial (Smith & Trede, 2010). Norrie et al (2012) found that, particularly within nursing and midwifery, the teaching and learning of reflection is focused firmly on evaluating and evidencing clinical knowledge and skills suggesting that its value here is largely for technical-rational knowing rather than emotional or reflexive development.They also identified that writing tasks, including portfolio, journals and critical incident reports, are the key methods for recording and assessing the knowledge gained from reflective activities. These different methods of engaging in reflective practice clearly pose a problem for measuring the quality and impact of knowledge gained therefore Kember et al (2008) suggest a four category scheme to assess the depth of reflection in written tasks.…”

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confidence: 99%

“I don’t get it”, – the challenge of teaching reflective practice to health and care practitioners

Eaton

2016

Reflective Practice

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"I don't get it!" -the challenge of teaching reflective practice to health and care practitionersReflective practice is regarded as a fundamental learning tool that encourages the synthesis of theory and skills in health care and written reflective accounts feature heavily in the assessment of skills and development in practice. It is however, a challenging method of teaching and learning for both students and educators and the reflective accounts produced are often superficial descriptions of events rather than evidence of 'reflection in action'. Revisiting writers such as Dewey, Rogers and Schön, I present my own reflective account of teaching health care students to develop reflective thinking and writing and finding ways of using mindfulness and sensory experience to bring reflection-in-action into the classroom. I conclude by suggesting that, as an educator, I have a responsibility to encourage and value subjective experience as evidence of learning.Keywords: reflective practice; teaching; Schon; Dewey; mindfulness; sensory experience IntroductionReflective practice is well established as a key element of learning in a number of professions including teaching, social work, nursing and management (Nelson, 2012) and is cited as 'a valuable learning technique that reinforced the blending of theoretical and applied learning' by the Willis Commission report on the education of nurses (RCN, 2012) however it is a challenging and ill-defined concept that has been subject to question recently for its educational value in producing truly reflective practitioners (Coward, 2014;Rolfe, 2002: Rolfe, 2014 I have been teaching current and prospective healthcare practitioners on a number of modules during the last year and have tried to embed reflective thinking and writing throughout my teaching and assessment activities. With every group I have noticed that encouraging students to move from the academically preferred objective, evidence-based writing to offering a subjective and emotionally rich account of their learning has been challenging. I aim to present my observations of this experience and, drawing from Dewey, Rogers and Schön, who were influential in my own development as a novice practitioner, I offer some ideas about making reflective thinking more effective in the classroom. As a reflective practitioner myself, I am conscious that the classes I teach are my 'research events' and the knowledge I gain from them broadly follows a hierarchy of evidence proposed by Rolfe (2002), including personal knowledge, experiential knowledge and propositional knowledge rather than empirically tested domains. In the tradition of humanistic approaches to learning, this account will also reflect my belief that I work to facilitate the process of learning and enquiry rather than working to secure outcomes (Rogers, 1977in Kirschenbaum & Henderson, 1990. The nature of reflective practiceThe agreement across the literature on reflective practice in health and care appears to be that, whilst considered essential, there are no cl...

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Doing it differently? A review of literature on teaching reflective practice across health and social care professions

Cited by 38 publications

References 34 publications

Reflective Practice in Healthcare Education: An Umbrella Review

Reflective Practice in Healthcare Education: An Umbrella Review

Exploring whether (and how) self-reflection can improve practice as a teacher educator

“I don’t get it”, – the challenge of teaching reflective practice to health and care practitioners

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