Teaching reflection to nursing students: a qualitative study in an Irish context

O'Connor, Aideen; Hyde, Abbey

doi:10.1080/14703290500291842

Cited by 9 publications

(6 citation statements)

References 38 publications

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“…The process of developing and evaluating RP mechanisms for nurses is ongoing (Bailey & Graham ; Boucher ; Forneris & Peden‐McAlpine ), however to date, research has predominantly been in nursing education (Ferrari ; Glaze ; Gould & Masters ; O'Connor & Hyde ; Paget ), as opposed to the clinical setting. A number of authors have identified that specific skills need to be developed for effective reflection to occur (Boud et al .…”

Section: Literature Reviewmentioning

confidence: 99%

Reflective practice groups for nurses: A consultation liaison psychiatry nursing initiative: Part 1 – the model

Dawber

2012

Int J Mental Health Nurs

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In the present study, we outline the evolution of a process-focused reflective practice group (RPG) model for nurses working in clinical settings. The groups were initiated at Redcliffe and Caboolture hospitals by the consultation liaison psychiatry nurse and author. An associated article provides an evaluation of these RPG. The literature review identifies the key themes and theories on which the model is based, and the article outlines the process and practicalities of facilitating RPG in critical care, midwifery, and oncology specialties over a 3-year period. The model proposes that the effectiveness and sustainability of RPG arises from adequate preparation and engagement with prospective participants. Group rules, based on principles of confidentially, supportiveness, and diversity, were collaboratively developed for each group. Facilitation utilized a group-as-a-whole approach to manage process and stimulate reflection. While the purpose of RPG was a reflection on interpersonal aspects of nursing, contextual workplace issues were frequently raised in groups. Acknowledgement and containment of such issues were necessary to maintain clinical focus. The literature highlights facilitator credibility and style as crucial factors in the overall success of RPG, and it is proposed that reflective practice as a process-focused model for groups succeeds when nurse facilitators are trained in group process and receive concurrent supervision.

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Section: Literature Reviewmentioning

confidence: 99%

Reflective practice groups for nurses: A consultation liaison psychiatry nursing initiative: Part 1 – the model

Dawber

2012

Int J Mental Health Nurs

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“…While reflective practices have been shown to be effective for learning, allowing students to mentally review and clarify their own thinking and feelings (Pavlovich 2007), they are time-consuming for students and can be difficult for teaching staff to monitor (O'Connor and Hyde 2005;Yeh 2006). Reflective journals may facilitate only limited dialogue between teachers and students about their feedback, especially in large classes.…”

Section: Introductionmentioning

confidence: 97%

“…Models of reflective practice (Schön 1987) apply across many professional contexts (Connaughton and Edgar 2011), including the health professions such as nursing, psychology, physiotherapy and medicine (Haffling et al 2010). Schön's conceptualisation of reflection as falling into three stages, namely conscious reflection, criticism and action, has influenced the incorporation of reflective journal entries (Boud 2001;Boyd 2002;O'Connor and Hyde 2005) or group discussion processes (Platzner, Blake, and Ashford 2000) into university curricula.…”

Section: Introductionmentioning

confidence: 99%

Students reflecting on test performance and feedback: an on-line approach

Fyfe

Meyer

et al. 2013

Assessment & Evaluation in Higher Education

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Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students' perceptions of their performance, self-identified areas of difficulty and suggested strategies for improving test performance. One-third of students undertaking on-line tests responded to the optional survey, and 60% of respondents thought reflecting on feedback was useful. Students reflecting on formative rather than summative assessment reported a more strategic approach to testing, often using it to assess their knowledge and prepare for future assessment. Their reflections were more internally focused on motivation and preparation compared with those assessed summatively. Respondents were more likely to be female, older, more experienced learners who had scored well in the test. Younger respondents expected higher scores than they achieved and were less likely to reflect, but, when they did, were more likely to select pre-determined reasons for their performance and less likely to suggest strategies for improvement. These results support formal training and scaffolded integration of reflection into on-line assessment feedback, especially for less experienced learners.

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“…Being reflective is increasingly recognized as a highly appropriate and significant strategy in nurse education. Subsequently, skills in reflection are developed as a core component in many undergraduate and postgraduate nursing programs [9,10] . Theorists describe reflection as an active and purposeful cognitive process which juxtaposes individual beliefs and knowledge with evidence to inform practice development [11,12] .…”

Section: Literaturementioning

confidence: 99%

Preparing Australian nurse educators to teach international students

Joyce-McCoach

Parrish

2014

JNEP

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Australia is the third largest provider of international education, however, the preparedness of academics, teaching international students, may not have kept abreast with the growth in universities' student enrolments in transnational teaching programs. The differences in Western and Asian cultures present challenges that can have a significant impact on the education of international students particularly in transnational teaching programs. As such, there is a need for educators to develop specific strategies to ensure positive student experience, learning and outcomes for international students. A design-based research methodology was adopted to construct, evaluate and endorse a professional development workshop that integrated reflective practice as the method of delivery. The professional development workshop sought primarily to assist nurse educators gain a deeper awareness of the cultural considerations associated with teaching international students and thereby develop strategies to effectively teach this cohort of students. Overall, the participants rated the workshop as highly effective, recognizing the relevance and appropriateness of the workshop content to their professional development needs and for clarifying appropriate and relevant strategies that could be employed when teaching international students. The professional development workshop participants affirmed that the workshop assisted them in developing understanding about cultural factors specific to a cohort of students they taught in Hong Kong. Further, these teachers believed that the integration of identified culturally sensitive teaching strategies in their practice was a direct result of their engagement in the workshops.

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Teaching reflection to nursing students: a qualitative study in an Irish context

Cited by 9 publications

References 38 publications

Reflective practice groups for nurses: A consultation liaison psychiatry nursing initiative: Part 1 – the model

Reflective practice groups for nurses: A consultation liaison psychiatry nursing initiative: Part 1 – the model

Students reflecting on test performance and feedback: an on-line approach

Preparing Australian nurse educators to teach international students

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