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Cited by 5 publications
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This paper aims to clarify the concept of reflective practice in nursing by using Rodgers' evolutionary method of concept analysis.Data sources: Literature and references on the concept of reflective practice were obtained from two databases: Scopus and Nursing and Allied health database. Peerreviewed articles published in English language between 2011-2021 that included the terms 'reflection' and/or 'reflective practice' in the title were selected. Seminal pieces of work were also considered in this analysis. A total of 23 works were included. Most of the selected works addressed the concept of reflective practice in nursing education or nursing practice. Data synthesis:The data analysis integrated the stages identified in Rodgers' method of concept analysis to analyze the concept of reflective practice. Analysis of selected works provided an understanding of common surrogates, antecedents, attributes, and consequences of the concept of reflective practice. Conclusions:Reflective practice is a cognitive skill that demands conscious effort to look at a situation with an awareness of own beliefs, values, and practice enabling nurses to learn from experiences, incorporate that learning in improving patient care outcomes.It also leads to knowledge development in nursing. Considering the current circumstances of the COVID-19 pandemic, this paper identifies the need for nurses to go beyond reflection-on-action and also include reflection-in-action and reflection-for-action as part of their practice.Implications for nursing practice: This analysis identifies the need for future nursing researchers to develop reflective models or strategies that promote reflection among nurses and nursing students before, during, and after the clinical experiences. K E Y W O R D S nursing, reflective practice, Rodgers' evolutionary concept analysis method In the last decade, reflective practice has become widespread in the knowledge advancement of various professions, including medicine, nursing, education, social work, and business (Ng, 2012). The Greek philosopher Aristotle first stated the importance of reflection, believing it has a role in developing practical insight and understanding one's imagination (Contreras et al., 2020). In the early 20th century, the philosopher John Dewey associated life experiences and education (Schwind & Manankil-Rankin, 2020). He viewed experience as an essential part of learning, which he identified as the connection made between thoughts and actions through reflection (Contreras et al., 2020). Donald Schön, influenced by Dewey, was interested in understanding the use of reflection among professionals, and is considered the father of reflective practice (Contreras et al., 2020). Schön's work differentiated between two forms of reflective practice-reflection-inaction and reflection-on-action-but did not include what has become the third form: reflection-for-action (Thompson & Pascal, 2012).Reflection has been assumed to enhance learning, and thus its use in nursing education and practice has been supp...
This paper aims to clarify the concept of reflective practice in nursing by using Rodgers' evolutionary method of concept analysis.Data sources: Literature and references on the concept of reflective practice were obtained from two databases: Scopus and Nursing and Allied health database. Peerreviewed articles published in English language between 2011-2021 that included the terms 'reflection' and/or 'reflective practice' in the title were selected. Seminal pieces of work were also considered in this analysis. A total of 23 works were included. Most of the selected works addressed the concept of reflective practice in nursing education or nursing practice. Data synthesis:The data analysis integrated the stages identified in Rodgers' method of concept analysis to analyze the concept of reflective practice. Analysis of selected works provided an understanding of common surrogates, antecedents, attributes, and consequences of the concept of reflective practice. Conclusions:Reflective practice is a cognitive skill that demands conscious effort to look at a situation with an awareness of own beliefs, values, and practice enabling nurses to learn from experiences, incorporate that learning in improving patient care outcomes.It also leads to knowledge development in nursing. Considering the current circumstances of the COVID-19 pandemic, this paper identifies the need for nurses to go beyond reflection-on-action and also include reflection-in-action and reflection-for-action as part of their practice.Implications for nursing practice: This analysis identifies the need for future nursing researchers to develop reflective models or strategies that promote reflection among nurses and nursing students before, during, and after the clinical experiences. K E Y W O R D S nursing, reflective practice, Rodgers' evolutionary concept analysis method In the last decade, reflective practice has become widespread in the knowledge advancement of various professions, including medicine, nursing, education, social work, and business (Ng, 2012). The Greek philosopher Aristotle first stated the importance of reflection, believing it has a role in developing practical insight and understanding one's imagination (Contreras et al., 2020). In the early 20th century, the philosopher John Dewey associated life experiences and education (Schwind & Manankil-Rankin, 2020). He viewed experience as an essential part of learning, which he identified as the connection made between thoughts and actions through reflection (Contreras et al., 2020). Donald Schön, influenced by Dewey, was interested in understanding the use of reflection among professionals, and is considered the father of reflective practice (Contreras et al., 2020). Schön's work differentiated between two forms of reflective practice-reflection-inaction and reflection-on-action-but did not include what has become the third form: reflection-for-action (Thompson & Pascal, 2012).Reflection has been assumed to enhance learning, and thus its use in nursing education and practice has been supp...
Background During the COVID‐19 pandemic, social distancing measures were enforced and the national lockdown underlined our reliance on virtual means as a way to communicate. This new way of interacting highlighted that people with an intellectual disability were a large proportion of a digitally excluded population. Methods A service evaluation, using a mixed method design in the form of four self‐reported outcome measures and qualitative feedback. Findings Clinical services need to continue when face to face sessions are not possible. Remote groups can be an alternative option not only when self‐isolating due to pandemics but when living in remote locations, having physical health problems or excessive expenses and travel costs. Conclusions Online dramatherapy groups can be a beneficial alternative when face to face groups are not possible or challenging to attend due to access difficulties. Online groups can offer opportunities to meet with peers, build relationships, improve confidence and learn new skills in technology.
Summary Since the practice of interdisciplinary collaboration in applied theater for social work with children and youth in Hong Kong is rare, this study explores its applicability for maximizing beneficial outcomes. An improv group for youth was jointly conducted by a social worker and a theater tutor. A mixed-methods study was undertaken involving 38 undergraduate university students to evaluate group effectiveness. Findings Quantitative results showed that participants displayed enhanced personal growth and sense of self, and the interaction effect between the intervention and improvisational activities was significant. Qualitative results indicated that participants assessed the collaboration between the two professional tutors as effective for enhancing participants’ self-understanding and various capacities to handle life challenges. Applications Interdisciplinary collaboration in applied theater is advocated for social work practice, so as to further strengthen the development of participants’ insight.
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