Reflective practice facilitation within occupational therapy supervision processes: A mixed method study

Abstract

IntroductionSupervisors of occupational therapists play a key role facilitating reflective practice with their supervisees. Through reflective practice, supervisees can optimise their skills in professional reasoning and decision making. The aim of this study was to describe to what degree reflective practice is facilitated within occupational therapy supervision processes.MethodsA mixed methods study design was used, collecting data via online surveys and focus groups. Quantitative data were initially analysed using descriptive statistics. Qualitative and quantitative data were then thematically analysed to identify hindering and enabling mechanisms to reflective practice facilitation.ResultsEighteen supervisees and 17 supervising occupational therapists completed the surveys and 14 supervisors participated in a focus group. Half of the supervisees reported that reflective practice was facilitated through supervision only “rarely” or “sometimes.” A hindering mechanism to reflective practice facilitation was the awareness of reflective practice models. Enabling mechanisms for reflective practice facilitation included understanding the benefits of reflective practice; recognising the attributes of a reflective practice practitioner; setting up an optimal supervision environment; and flexibly facilitating reflective practice.ConclusionFindings suggest that reflective practice is not always regularly facilitated through supervision. This may limit opportunities for supervisees to optimise the development of their professional reasoning and clinical skills in the early stages of their careers.

Reflective practice in nursing: A concept analysis

“…According to Vettraino and Linds (2015), “Reflection is an opening to new worlds and ideas and involves loops of learning cycling back to the beginning perhaps but with newly aware senses” (p. 5). Interestingly, the selected literature review also revealed a cyclical process of connected consequences of reflective practice in education and practice settings (Asselin et al., 2013; Contreras et al., 2020; Guy et al., 2020; Miraglia & Asselin, 2015; Ng, 2012; Richard et al., 2018; Tsingos‐Lucas et al., 2016). The review suggests how one consequence of reflective practice among nursing students and clinical nurses can lead to another, and eventually help them become better, more reflective practitioners, and improve patient health experiences.…”

“…New insight catalyzes critical thinking and self‐directed learning (Tsingos‐Lucas et al., 2016). Renewed knowledge that involves the understanding of strengths and weaknesses encourages change in practice (Guy et al., 2020; Richard et al., 2018). Reflective practice allows nurses to apply new knowledge and facilitate change (Miraglia & Asselin, 2015).…”

“…Miraglia and Asselin (2015) found that, although nurses were aware of the advantages of reflective practice, and had models for teaching it, their ability to reflect varied, along with the degree to which they recognized the benefits of educating nurses in reflective practice. Guy et al (2020) suggest that the infrequent facilitation of reflective practice may result in diminishing existing reflective practice skills, and a lack of reflective practice may hinder knowledge development from experiential learning. Rolfe (2014) views reflective practice as research, a process that requires facilitation.…”

“…Reflective practice allows nurses to apply new knowledge and facilitate change (Miraglia & Asselin, 2015). Improved knowledge and assess- solving (Guy et al, 2020). The continuous knowledge improvement generated by reflective practice allows for the practitioner to develop as a professional in a team environment by being a critical thinker, a good communicator, and a collaborator (Goulet et al, 2016;Jacobs, 2016;Richard et al, 2018), which are required to enhance the treatment approaches that further influence patient care practices.…”

“…Guy et al. (2020) suggest that the infrequent facilitation of reflective practice may result in diminishing existing reflective practice skills, and a lack of reflective practice may hinder knowledge development from experiential learning. Rolfe (2014) views reflective practice as research, a process that requires facilitation.…”