Realities of Reflective Practice Skill among Public Health Nurses in Japan and Related Learning and Lifestyle Factors

Abstract

Background: According to the diversification of the health needs and the expansion of health disparities, it is necessary to raise their reflective practice skills so that PHNs present more appropriate activities. The purpose of this study was to elucidate the realities of reflective practice skills among public health nurses in Japan and identify related factors. Methods: This study covered 1725 public health nurses in the Chugoku/Shikoku area. We conducted an anonymous self-completed questionnaire survey. As reflective practice skills (RPS), we adopted the six components of the six cycles of the Gibbs reflective model. We used the 20 criteria of the Scale for Practical Competence (SPC). We set 25 learning history/daily lifestyle items. The study plan was approved by the Ethics Committee of Okayama University. Results: We analyzed the 962 (55.8%) valid responses. Although years of experience as a public health nurse was highly correlated with practical skills as measured by SPC, with a correlation coefficient of 0.627, it was not closely related with RPS, with a correlation coefficient as low as 0.129. A logistic regression analysis of the eight learning history items and six daily lifestyle items associated with RPS, with the introduction of the high/low RPS groups as dependent variables, showed a convergence to five factors (odds ratio of 1.38 -2.29). Conclusions: Going forward, we will need to consider how to accumulate learning on a daily basis and how to include positive health practice in PHN education, in connection with exploring the curriculum and method of training.

Master of nursing specialist experiences of an internship through the use of written reflections: A qualitative research study

“…Although the clinical practice settings described by participants varied, possibly due to the study’s use of Gibbs’s reflective cycle, the study found that reflection was seen as beneficial for participants' feelings, thoughts, and actions [ [18] , [19] , [20] ]. Participants felt it was meant to reflect on events in clinical practice to help them do things the next time they faced a similar situation [ 20 ].…”

“…Structured templates, however, may compromise the quality and authenticity of the data collected. Nevertheless, Gibbs' reflective cycle was found to be an effective, useful, and enjoyable method for teaching clinical education [ 18 , 19 ]. The Gibbs’s reflective cycle [ 19 ] also showed that most people’s knowledge and understanding are obtained from a reflection of the experience, and constantly thinking can lead to a better understanding of things, and the guidance of action.…”

“…Based on Gibbs’s reflective cycle, reflective practice has been successfully performed in some countries, such as Japan’s public health graduate and undergraduate students [ 19 , 20 ] and nursing staff in China [ 21 ]. The study found that MNS in China must have the ability to enhance personal reflection and professional ability [ 7 , 8 ], and Gibb’s reflective cycle can be used as a theoretical framework for beginning writers to reflect on their behavior, to improve their performance [ 16 , 17 ].…”

Relationship between Reflective Practice Skills and Volume of Writing in a Reflective Journal

“…Reflective Practice is one way of improving practical capabilities [1], and is increasingly being introduced in professional and school education along with Reflective Journal (hereinafter "RJ") and Portfolio [2]. Existing studies and surveys of public health nurses in Japan have shown the absence of a correlation between Reflective Practice Skills and years of experience [3], pointing to the need to consider evaluation and improvement measures to promote Reflective Practice more effectively, so that the accumulation of experience may lead to qualitative improvement in those skills.…”

“…Thus, to create high-quality expertise, it is necessary to focus on the progress throughout the reflective cycle and the content of reflection. A Reflective Practice Skills scale (hereinafter "RPS") has been developed as an objective measure of the quality of such progress [3]. However, no relationship has been identified between RPS, which evaluates the quality of the reflective cycle, and the quality of reflection itself.…”