Virtual Action Learning Sets: A Model for Facilitating Reflection in the Clinical Setting

Plack, Margaret M.; Dunfee, Heidi; Rindflesch, Aaron; Driscoll, Maryanne

doi:10.1097/00001416-200810000-00005

Cited by 17 publications

(23 citation statements)

References 25 publications

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“…Reflective practice is designed to gain insight into clinical practice knowledge. [24][25][26] Other authors report that reflection is valuable in moving a person along from one experience to the next. 19,20 Nursing is not unlike other practices whereby nursing is intricate and an underdetermined practice, which cannot be reduced to a mechanistic or an applied science.…”

Section: Reflective Practicementioning

confidence: 99%

The Use of Reflective Practice in New Graduate Registered Nurses Residency Program

Bolden

Cuevas

Raia

et al. 2011

Nursing Administration Quarterly

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New graduate nurses encounter emotional distress related to complex patient care situations and overwhelming workloads. Unequipped with coping mechanisms, new nurses verbalize difficulty feeling accepted in their assigned units. Self-perceptions of inadequacy and lack of independence contribute to anxiety. Consequently, hospitals are at risk for losing newly graduated nurses within the first year. The cost of losing new nurses is overwhelming to hospital institutions and further contributes to the looming nursing shortage. This article describes the use of a reflective practice exercise in a new registered nurse residency program in a magnet hospital to facilitate reflection and problem solving in the patient care unit. More research is needed to investigate the effectiveness of reflective practice in developing coping skills and retention rate in new graduate nurses.

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Section: Reflective Practicementioning

confidence: 99%

The Use of Reflective Practice in New Graduate Registered Nurses Residency Program

Bolden

Cuevas

Raia

et al. 2011

Nursing Administration Quarterly

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“…It has been shown that having a more experienced mentor, rather than peers, facilitate the group may result in more gathering of information and further analysis of the situation before conclusions are drawn. 14 Though only 12 students were able to achieve this highest level of critical thinking, of equal importance is that 44 others were able to analyze their critical incidents from multiple perspectives. Their summative essays demonstrated that they had broadened their own perspectives on their incidents.…”

Section: Discussionmentioning

confidence: 99%

“…AL is commonly seen in business 11 and has been reported in nursing 12,13 and physical therapy. 14 It is a method of learning in small groups that is ideal for resolving complex real-world issues with no finite solutions, which are often the very critical incidents trainees face in the clinical environment. AL consists of cycles of action and reflection facilitated by questions to elicit problem solving.…”

mentioning

confidence: 99%

“…Electronic discussion boards have been used to encourage dialogue, collaboration, and critical thinking in the classroom 18,19 ; however, again, little is written about the structured use of this medium in the clinical setting. 14,20 Electronic discussion boards can provide a learnercentered opportunity for medical students to engage in asynchronous AL in groups during clerkship experiences. In this study, we sought to: 1) determine whether medical students engaged in computer-based, peer-facilitated virtual action learning (VAL) demonstrate reflection and critical thinking around complex issues during their pediatric clerkship; and 2) identify the challenges students faced while on their pediatric clerkship.…”

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confidence: 99%

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Peer-Facilitated Virtual Action Learning: Reflecting on Critical Incidents During a Pediatric Clerkship

Plack

Driscoll

Márquez

et al. 2010

Academic Pediatrics

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“…The development of reflection is not innate (Driessen et al 2008); it requires facilitation (Ip et al 2012, Plack, Dunfee, andRindflesch 2008). Reflection provides tertiary healthcare students with a generic means of furthering skill and knowledge development within a lifelong learning context (Donovan 2007, Mamede and Schmidt 2004, Paget 2001, Roche and Coote 2008, Stark et al 2006.…”

Section: Introductionmentioning

confidence: 99%

Influences and Outcomes: A Systematised Review of Reflective Teaching Strategies in Student Healthcare Placements

Dunne

Nisbet

Penman

et al. 2016

IJPBLHS

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The development of reflection in tertiary students benefits from facilitation. Educators commonly facilitate the development of affective, cognitive, and meta-cognitive skills associated with reflection. Reflective teaching strategies, that is, guiding comments or questions used within an activity to stimulate cognitive processes, are strategies used by educators to facilitate reflection. This systematised review focuses on the approaches used to measure influences and outcomes of the teaching of reflection in order to enhance educators' understanding of recent evidence for use in the placement setting. The review explores what outcome measures are used in current research, and how the evidence incorporates contextual factors such as time, safety, mentorship, supervision, and emotional and intellectual support to develop reflection in students. Systematised searching of CINAHL®, ProQuest, ERIC, OvidSP, Scopus®, and Web of Science™ databases for the period 2005 to 2015 identified 26 studies, from a pool of 6968 that met the inclusion criteria. Results indicate that a range of reflective teaching strategies are being used by allied and oral health, nursing, and the medical professions that assist movement towards critical reflection. No direct connection between this movement and the presence of contextual factors was established. Review outcomes are limited by the variable quality of the included studies and the lack of high quality tools for measurement of teaching effect on the development of reflection. We recommend that future studies into the use of reflective teaching strategies continue to incorporate contextual factors in combination with valid and reliable measurement practices in the workplace.

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Virtual Action Learning Sets: A Model for Facilitating Reflection in the Clinical Setting

Cited by 17 publications

References 25 publications

The Use of Reflective Practice in New Graduate Registered Nurses Residency Program

The Use of Reflective Practice in New Graduate Registered Nurses Residency Program

Peer-Facilitated Virtual Action Learning: Reflecting on Critical Incidents During a Pediatric Clerkship

Influences and Outcomes: A Systematised Review of Reflective Teaching Strategies in Student Healthcare Placements

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