Teaching critical reflection skills for advanced mental health nursing practice: a deconstructive–reconstructive approach

Crowe, Marie; O'Malley, Jane

doi:10.1111/j.1365-2648.2006.03982.x

Cited by 32 publications

(30 citation statements)

References 25 publications

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“…Davies, et al, 1999;Mayer, 2000;Perry, 2000;van't Hooft, 2001;Melby, 2001;O'Callaghan, 2005;Tveiten & Severinsson, 2006;Avis & Freshwater, 2006;Crowe & O'Malley 2006, Welch, et al, 2001), but the REDI project's addition to the development of knowledge is mainly:…”

Section: Discussionmentioning

confidence: 99%

“…O 'Callaghan (2005), Tveiten & Severinsson (2006) and Avis & Freshwater (2006) show the importance of reflection to develop a solid foundation for knowledge in the nursing area, which includes personal learning and development. Crowe & O'Malley (2006) enhance this statement by developing teaching critical reflection skills for advanced nursing students. However, Stein (2005) highlights the issue of teaching critical reflection and with a strong critical approach to research findings in this area; he comes to the conclusion that the use of critical reflection has had more success in the classroom, than when doing clinical practice.…”

Section: Review Of Relevant Research Publicationmentioning

confidence: 99%

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Developing a didactic method that emphasizes lifeworld as a basis for learning

Ekebergh

2009

Reflective Practice

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Tel: 0470/70 83 01 Mobilnr. 0702 86 60 40 margaretha.ekebergh@vxu.se 1 Developing a didactic method that emphasizes lifeworld as a basis for learning INTRODUCTION The learning process for nursing students is characterised by the encounter between the student's own lifeworld and scientific knowledge in theory and in practice. The aim is for the students to be able to gain sufficient knowledge so that they can understand the patient and the care context where the world of the patient is in focus. Didactics is needed in order to provide support for this meeting and create the conditions for a reflective process that strengthens the integration between the lifeworld and theoretical and practical knowledge. The purpose of the present project was to develop a supervision model which is able to meet these demands. Furthermore, we intended to develop a form of examination for the clinical training that makes it possible to assess the development of the student's understanding of the patient's own situation and needs. This project has been financially supported by the Council for the Renewal of Higher Education in Sweden.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Relevant Research Publicationmentioning

confidence: 99%

Developing a didactic method that emphasizes lifeworld as a basis for learning

Ekebergh

2009

Reflective Practice

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“…Reviews attempting to answer some of these questions find evidence that reflective thinking is related to deep learning and understanding and, when performed in a structured manner, can be taught, learned, replicated and measured [16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35]. However, the retrospective nature of examining reflection through writing journals, blogs, vlogs, portfolios, or other methods does not allow complete assessment of reflection-in-action, which is one of Schön's [2,7] primary theoretical contributions to reflection and the purposes of reflection.…”

Section: What Are the Future Directions Of Reflective Research And Prmentioning

confidence: 99%

Reflective Practice in Healthcare Education: An Umbrella Review

Fragkos

2016

Preprint

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Reflection in healthcare education is an emerging topic with many recently published studies and reviews. This current systematic review of reviews (umbrella review) of this field explores the following aspects: which definitions and models are currently in use; how reflection impacts design, evaluation and assessment; and what future challenges must be addressed. Nineteen reviews satisfying the inclusion criteria were identified. Emerging themes include the following: reflection is currently regarded as self-reflection and critical reflection, and the epistemology-of-practice notion is less in tandem with the evidence-based medicine paradigm of modern science than expected. Reflective techniques that are recognised in multiple settings (e.g., summative, formative, group vs. individual) have been associated with learning, but assessment as a research topic is associated with issues of validity, reliability and reproducibility. Future challenges include the epistemology of reflection in healthcare education and the development of approaches for practising and assessing reflection without loss of theoretical background.

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“…In healthcare, there is a constant debate of accountability. Accountability towards society, accountability towards patients and accountability towards any possible stakeholder (Crowe and O'Malley 2006 (Fragkos 2016;Frenk et al 2010). …”

Section: Contextual Example Contextual Examplementioning

confidence: 99%

Exploring whether (and how) self-reflection can improve practice as a teacher educator

Fragkos¹

2018

MedEdPublish

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Exploring whether (and how) self-reflection can improve practice as Exploring whether (and how) Abstract AbstractThe present essay describes a model under which a method of self-improvement of teacher-educator practice can be implemented by analyzing personal practices. I will focus my argument on investigating self-reflection and the subject under investigation will be the educator: how can they self-reflect in order to enhance their learning and hence their practice. The first step of the model is self-reflection. The second step will be self-study. The final step will be self-research techniques (such as autoethnography). This final step will provide the validity for improving personal practice in a possibly reliable way such that practices of narcissism and self-replicating redundancies or errors are avoided. By acknowledging the multiple identities a teacher assumes in their professional practice allows them to analyze them systematically and eventually improve on them.

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Teaching critical reflection skills for advanced mental health nursing practice: a deconstructive–reconstructive approach

Abstract: The deconstructive-reconstructive approach to the development of critical thinking skills provides advanced practitioner with the opportunity to integrate practice, theory and research.

Cited by 32 publications

References 25 publications

Developing a didactic method that emphasizes lifeworld as a basis for learning

Developing a didactic method that emphasizes lifeworld as a basis for learning

Reflective Practice in Healthcare Education: An Umbrella Review

Exploring whether (and how) self-reflection can improve practice as a teacher educator

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