Reflective education for professional practice: discovering knowledge from experience

Lyons, Judith

doi:10.1054/nedt.1999.0607

Cited by 57 publications

(33 citation statements)

References 22 publications

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“…21 Findings from this study also support a range of effects stemming from the use of reflection. While some have argued that particular practice changes are the primary outcome of reflection, 22,23 the findings from this study and others [24][25][26] suggest that reflection may also be used to confirm knowing and change the way practitioners conceptualize their practice.…”

Section: Discussionmentioning

confidence: 66%

The role of reflection in implementing learning from continuing education into practice

Lowe¹,

Rappolt²,

Jaglal

et al. 2007

Journal of Continuing Education in the Health Professions

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Section: Discussionmentioning

confidence: 66%

The role of reflection in implementing learning from continuing education into practice

Lowe¹,

Rappolt²,

Jaglal

et al. 2007

Journal of Continuing Education in the Health Professions

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“…They stated that writing helped them to internalise and analyse issues, and they had to think logically before writing. Lyons [1999] suggested that reflective inquiry, as a learning tool was essential to professional education and excellence. She suggested that attention must be given to the development of the skills, and journal keeping provides an invaluable means of undertaking this process.…”

Section: Reflective Journals As An Educational Strategy For Facilitatmentioning

confidence: 99%

The use of reflective journals in the promotion of reflection and learning in post-registration nursing students

Chirema

2007

Nurse Education Today

142

101

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Reflective journal writing has frequently been used in nursing and other health care fields as an educational strategy to promote reflection and learning. Although reflective journal writing is recognised as a valuable tool to promote students' learning, very little research has been undertaken to evaluate its use. The overall aim of this study is to examine the use of reflective journals in the promotion of reflection and learning in post-registration nursing students. In order to achieve that aim a qualitative descriptive case study design was utilised to examine four objectives. The first was to analyse reflective journals completed by students during a period of learning in order to determine the extent and level of reflection achieved. The second, to examine the use of reflective journals as an educational strategy for facilitating learning in the practice setting. Thirdly, there was the intention to examine the nature and content of guidelines given to students with regard to the use of a reflective journal, and fourthly, to examine the support given to students by preceptors in relation to completing a reflective journal during their practice experience.A purposive homogenous sample of eighty one part-time post-registration nursing students undertaking one of four modules, either as part of the Diploma in Professional Studies in Palliative Care Nursing or the Diploma in Breast Care Nursing during one semester constituted the total sample. Forty-two students agreed to participate in the research.Data were collected from reflective journals completed during one module and by interviews with fifteen students, two teachers and three preceptors.Forty-two journals were analysed to determine the extent and level of reflection using a model devised by Boud et al. [1985] and adapted by Wong et al. [1995]. A model devised by Mezirow [1990] was used to identify the non-reflectors, reflectors, and critical reflectors.The findings suggest that student writing can be used as evidence for the presence or absence of reflective thinking. Allocating students to the three categories of non-reflector, reflector and critical reflector was possible. However, identifying textual elements within the journals and allocating them to the finer levels of reflection was more difficult and less reliable. Evidence suggests overall that journals are a useful tool for promoting reflection and learning. However, some students appear to benefit more from journals than others. Approximately two thirds of the respondents were able to demonstrate varying levels of reflection and were classified as either reflectors or critical reflectors. The remaining one third of the respondents were unable to demonstrate any levels of reflection. Overall respondents expressed positive views, regarding the use of reflective journals. However, a small number found writing challenging and some questioned their use. Some respondents preferred to talk about their reflections rather than write them in a journal. The importance of receiving clear guidance...

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“…How do student mid‐wives incorporate the values and beliefs of the profession of midwifery? Lyons used journal writing to reflect changes in the values and attitudes of midwifery students in Australia 16 . Lost My Hat stories, posted on the electronic bulletin board of the Frontier School of Midwifery and Family Nursing, are rich sources of written reflections of the first births attended by student midwives.…”

Section: Introductionmentioning

confidence: 99%

First Birth Stories of Student Midwives: Keys to Professional Affective Socialization

Ulrich

2004

J Midwife Womens Health

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The purpose of this article was to examine the professional affective socialization of midwifery students. Students from the Community-Based Nurse-Midwifery Education Program (CNEP) tell about their first births in their Lost My Hat stories posted on the electronic bulletin board of the Frontier School of Midwifery and Family Nursing. Qualitative analysis of 38 of these stories showed internalization of the values and beliefs of the midwifery model of care by students. Themes of the Lost My Hat stories were congruent with some of the aspects of the Model of Exemplary Midwifery Practice developed by Kennedy. Major themes included the circle of safety provided by the preceptor and a woman-centered approach to care. These findings can help midwifery educators promote socialization of students in the profession.

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Reflective education for professional practice: discovering knowledge from experience

Cited by 57 publications

References 22 publications

The role of reflection in implementing learning from continuing education into practice

The role of reflection in implementing learning from continuing education into practice

The use of reflective journals in the promotion of reflection and learning in post-registration nursing students

First Birth Stories of Student Midwives: Keys to Professional Affective Socialization

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