Reflection: a casualty of modularisation?

Cadman, Kate; Clack, Elaine; Lethbridge, Zena; Millward, Jennifer; Morris, Jenny; Redwood, Rachel

doi:10.1016/s0260-6917(02)00158-2

Cited by 15 publications

(5 citation statements)

References 17 publications

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“…Cadman et al [17] United Kingdom Identify strategies to develop reflective skills (A)  Descriptive cross-sectional study (n = 22 students; 33 teachers) No consensus on strategies to teach reflective skills. Callister et al [18] United States Describe the ethical reasoning (A) Heath [19] Vanlaere & Gastmans [20] Descriptive qualitative study (n = 70) High level of critical reflection.…”

Section: Frame Of Reference Design (Sample) Resultsmentioning

confidence: 99%

Nursing reflective practice: An empirical literature review

Dubé

Ducharme

2015

JNEP

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Reflective practice is a widespread concept in nursing; however, few empirical studies have demonstrated the possible effects of such a practice. The goal of this article is to present a review of the empirical literature on nursing reflective practice. Thirty-seven studies published between 1995 and 2012 were selected and analyzed to identify their common characteristics and structure. Most of them are qualitative in nature and were conducted in an academic context. Generally, few authors clearly define the reflective practice concept and the frames of reference on which their research is based. Furthermore, when reflective practice interventions are described, they have few points of comparison, which makes it hard to choose which intervention to prioritize to maximize the positive effects on nursing practice. Although a lot has been written on the advantages of reflective practice, nursing research on this concept remains at an early stage. The authors recommend various paths for future research.

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Section: Frame Of Reference Design (Sample) Resultsmentioning

confidence: 99%

Nursing reflective practice: An empirical literature review

Dubé

Ducharme

2015

JNEP

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“…Responding to calls for further research into RPG for nurses (Bailey & Graham 2007;Cadman et al 2003;Franks et al 1994;Graham 2000;Haddock 1997;Kilcullen 2007;Kirrane 2001;McGrath & Higgins 2006;Paget 2001;Platzer et al 2000a,b;Thorndycraft & McCabe 2008), this pilot study has examined feedback from three distinct nursing clinical specialties. The respondents were nurses and midwives who participated in RPG for between 8 months and 3 years.…”

Section: Discussionmentioning

confidence: 99%

“…Responding to calls for further research into RPG for nurses (Bailey & Graham ; Cadman et al . ; Franks et al . ; Graham ; Haddock ; Kilcullen ; Kirrane ; McGrath & Higgins ; Paget ; Platzer et al .…”

Section: Discussionmentioning

confidence: 99%

Reflective practice groups for nurses: A consultation liaison psychiatry nursing initiative: Part 2 – the evaluation

Dawber

2012

Int J Mental Health Nurs

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This paper outlines an evaluation of reflective practice groups (RPG) involving nurses and midwives from three clinical nursing specialties at Redcliffe and Caboolture Hospitals, Queensland, Australia. The groups were facilitated by the consultation liaison psychiatry nurse and author using a process-focused, whole-of-group approach to explore clinical narrative in a supportive group setting. This was a preliminary evaluation utilizing a recently-developed tool, the Clinical Supervision Evaluation Questionnaire, along with externally-facilitated focus groups. Nurses and midwives responded favourably to RPG, reporting a positive impact on clinical practice, self-awareness, and resilience. The majority of participants considered RPG had positive implications for team functioning. The focus groups identified the importance of facilitation style and the need to address aspects of workplace culture to enable group development and enhance the capacity for reflection. Evaluation of the data indicates this style of RPG can improve reflective thinking, promote team cohesion, and provide support for nurses and midwives working in clinical settings. Following on from this study, a second phase of research has commenced, providing more detailed, longitudinal evaluation across a larger, more diverse group of nurses.

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“…While there may be interest in incorporating reflection into dental hygiene education settings, little is known about its structured implementation or outcomes. Although the nursing literature has identified positive outcomes in nursing students who use reflection, 27 , 29 , 31 , 32 these results have been limited and are not necessarily generalizable to other contexts such as dental hygiene. While it may be hypothesized that reflection is beneficial to dental hygiene students’ learning, a need exists to substantiate its use and further guide how dental hygiene educators should best implement reflection in their programs.…”

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confidence: 99%

“…In nursing and medical education programs, reflection is widely used and has been studied in regard to its process and outcomes 10 , 21 , 24 , 27 – 29 . However, the role of reflection in educational settings and in practice needs to be further validated in order to justify its use, 10 , 24 particularly in dental hygiene settings where little, if any, work has been done.…”

mentioning

confidence: 99%

Developing Reflective Health Care Practitioners: Learning from Experience in Dental Hygiene Education

Asadoorian

Schönwetter

Lavigne

2011

Journal of Dental Education

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Maintaining competence requires health care practitioners to remain current with research and implement practice changes. Having the capacity to relect on practice experiences is a key skill, but relective skills need to be taught and developed. This exploratory qualitative study examined the outcomes of a dental hygiene program requirement for developing relective practitioners. Using a purposive convenience sample, students were solicited to participate in the study and submit relective journals at the end of two terms. Eleven of twenty-six students participated in the study, providing sixty-four relective entries that underwent qualitative thematic analysis. Using a relective model, we identiied themes, developed codes, and negotiated among ourselves to reach consensus. Results showed approximately two-thirds of the participants reached the central range as "relectors" and most of the remaining fell within the lower range as "non-relectors." We concluded that dental hygiene students reached similar levels of relection to other groups and the triggers were varied, appropriate for early learners, and divided between positive and negative cues. However, the small sample represented less than one-half of the class, yielding a potentially biased sample. Therefore, we conclude that the indings provide a departure point for further research with a more cross-cutting sample in order to substantiate relective educational requirements and validate these indings.

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Reflection: a casualty of modularisation?

Cited by 15 publications

References 17 publications

Nursing reflective practice: An empirical literature review

Nursing reflective practice: An empirical literature review

Reflective practice groups for nurses: A consultation liaison psychiatry nursing initiative: Part 2 – the evaluation

Developing Reflective Health Care Practitioners: Learning from Experience in Dental Hygiene Education

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