Reflective practice in nursing care: Embedded assumptions in qualitative studies

Abstract

Qualitative nursing researchers have long recognized that reflective practice (RP) seems to be a valuable tool in nursing care. The aim of the present meta-study was to analyse current qualitative research on RP in nursing care, in order to create and synthesize the knowledge and the understanding of registered nurses' RP. Using a meta-study synthesis approach, embedded assumptions were identified in qualitative studies that have influenced the way researchers have interpreted and made sense of RP in nursing care. Despite empirical focus in research on RP in nursing care, it was found that assumptions about RP were predominantly based on theory. The reflective movement within the practice of nursing care has mainly a constructivist epistemology, based on learning from experience. The individual nurse's RP capability is essential in providing and improving ethical and holistic nursing care.

Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses

“…Critical reflective practice (or reflective practice), although ambiguous to define, is identified as both an internal and external process (Durgahee, 1998;Gustafsson, et al, 2007;Ruth-Sahd, 2003 (Crandall & Getchell-Reiter, 1993), challenges to the status quo and institutional power happen and nurses move away from routines to a state of mental arousal and intellectual curiosity (Durgahee, 1996), increases in clinical reasoning and intrinsically motivated learning develop (Murphy, 2004), academic self-concept is enhanced (e.g., a determination to continue with education) (Mountford & Rogers, 1996), increases in confidence and ability to provide the rationale for patient care are demonstrated (McCaugherty, 1991), intentions to engage learned strategies in future, similar care situations are exhibited (Briggs, 1995), an ability to integrate theoretical concepts to practice occurs (Ruth-Sahd, 2003) and specific changes to practice develop (Paget, 2001). In only one study was it identified that reflection had no statistically significant effect on a learning outcome (Low & Kerr, 1998).…”

“…Qualitative research, primarily completed with nursing students, has identified that both internal and external resources, resources representative of critical reflective practice (Gustafsson, et al, 2007;Ruth-Sahd, 2003), can be implemented within learning and work environments to reduce moral distress, which may also enhance work engagement.…”

Activité réflexive novatrice auprès d’étudiantes en sciences infirmières sur la diversité culturelle dans les soins

“…Selon Gustafsson, Asp, et Fagerberg (2007), les concepts de réflexivité, de pratique réflexive, de pensée critique et de processus réflexif sont utilisés comme des synonymes dans la littérature scientifique. Malgré l'absence de consensus quant à la définition de la pratique réflexive (Atkins et Murphy, 1993), des auteurs s'entendent pour dire qu'elle permet de soutenir l'analyse critique des connaissances et de l'expérience afin de favoriser la compréhension d'une situation donnée (Mann, Gordon, et MacLeod, 2009).…”

Lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students

“…Continuing professional development is essential for nursing practice and the Irish Nursing Board (An Bord Altranais, 2000a) proposes reflective practice as a mode of accomplishing this. It facilitates an opportunity for nurses to reflect on essential nursing care and how it benefits the patient (Gustafsson et al, 2007). Reflection may help develop higher order cognitive skills, which helps reduce the theory/practice gap and encourages nurses to become critical thinkers (Burton, 2000).…”