Pub Date : 2023-07-20DOI: 10.1080/14623943.2023.2237447
G.Y. Akhmetova, L. Khaliullina
ABSTRACT An application of Bologna Process parameters in the classroom setting requires new skills on the part of students. One of these significant skills is the ability to reflect upon one’s learning path, which provides an opportunity for students to enhance their knowledge, and, moreover, make pivotal changes in their professional field. Thus, students would benefit greatly from reflective learning skills being harnessed at the early stage of their learning. Aim. This study aims to explore students’ reflections and interpretations of their learning through writing essays. Methodology and research methods. This study employed a survey design with open-ended questions in which 14 out of 23 students participated. In addition, two individual inter-views were conducted, and 345 weekly essays and 23 final student reflections were analyzed. Results. Research results found that over 50% of respondents indicated that they had ac-quired reflective skills as they reflected on their content learning and writing and reading skills. Indeed, 96% of respondents demonstrated a positive understanding of the structure of the essay; however, their reflections remained at the descriptive level, in contrast to an expected change in their learning approach.
{"title":"Reflective writing in social sciences: challenges and opportunities for medical students","authors":"G.Y. Akhmetova, L. Khaliullina","doi":"10.1080/14623943.2023.2237447","DOIUrl":"https://doi.org/10.1080/14623943.2023.2237447","url":null,"abstract":"ABSTRACT An application of Bologna Process parameters in the classroom setting requires new skills on the part of students. One of these significant skills is the ability to reflect upon one’s learning path, which provides an opportunity for students to enhance their knowledge, and, moreover, make pivotal changes in their professional field. Thus, students would benefit greatly from reflective learning skills being harnessed at the early stage of their learning. Aim. This study aims to explore students’ reflections and interpretations of their learning through writing essays. Methodology and research methods. This study employed a survey design with open-ended questions in which 14 out of 23 students participated. In addition, two individual inter-views were conducted, and 345 weekly essays and 23 final student reflections were analyzed. Results. Research results found that over 50% of respondents indicated that they had ac-quired reflective skills as they reflected on their content learning and writing and reading skills. Indeed, 96% of respondents demonstrated a positive understanding of the structure of the essay; however, their reflections remained at the descriptive level, in contrast to an expected change in their learning approach.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44031327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1080/14623943.2023.2235585
Jessica Parrott, Tammy Speerhas, Benjamin D. Klick, T. Vazifedan, Theresa Guins
ABSTRACT There is limited research on the combined concepts of interprofessional reflective practice on healthcare outcomes. This research sought to better understand the concepts of interprofessional and reflective practice when utilized together to assess provider perception of improved healthcare outcomes in a pediatric setting. This article explores these concepts while also contributing to the body of knowledge for pediatric healthcare providers and quality improvement (QI) practices. After completion of a reflective QI project, 50 pediatric providers including nurse practitioners, physician assistants, and physicians were surveyed utilizing the reflective practice questionnaire (RPQ) along with other QI relevant healthcare data points. The results of this research demonstrated that interprofessional providers perceived the reflective project beneficial to improve their care to the pediatric population. These perceptions were consistent with the sister QI project that revealed significant improvements in care, thus validating the perceptions of the providers. Furthermore, provider participants demonstrated statistically significant overall satisfaction with an interprofessional reflective process. Many strides have been made utilizing both concepts in the educational preparation of healthcare providers with intentions to improve healthcare outcomes. This research supports the concept that pediatric healthcare outcomes may be improved through interprofessional reflective practice.
{"title":"Interprofessional reflective practice to improve pediatric healthcare outcomes","authors":"Jessica Parrott, Tammy Speerhas, Benjamin D. Klick, T. Vazifedan, Theresa Guins","doi":"10.1080/14623943.2023.2235585","DOIUrl":"https://doi.org/10.1080/14623943.2023.2235585","url":null,"abstract":"ABSTRACT There is limited research on the combined concepts of interprofessional reflective practice on healthcare outcomes. This research sought to better understand the concepts of interprofessional and reflective practice when utilized together to assess provider perception of improved healthcare outcomes in a pediatric setting. This article explores these concepts while also contributing to the body of knowledge for pediatric healthcare providers and quality improvement (QI) practices. After completion of a reflective QI project, 50 pediatric providers including nurse practitioners, physician assistants, and physicians were surveyed utilizing the reflective practice questionnaire (RPQ) along with other QI relevant healthcare data points. The results of this research demonstrated that interprofessional providers perceived the reflective project beneficial to improve their care to the pediatric population. These perceptions were consistent with the sister QI project that revealed significant improvements in care, thus validating the perceptions of the providers. Furthermore, provider participants demonstrated statistically significant overall satisfaction with an interprofessional reflective process. Many strides have been made utilizing both concepts in the educational preparation of healthcare providers with intentions to improve healthcare outcomes. This research supports the concept that pediatric healthcare outcomes may be improved through interprofessional reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"680 - 691"},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42426001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.1080/14623943.2023.2225425
L. Wexler
ABSTRACT Mentor teachers of student teachers play an important role in novice teacher development, yet rarely receive training or support. This study investigates five mentor teachers during the 2021–2022 school year as they participated in monthly mentor professional development meetings. It asks the question ‘How can recordings of mentor/mentee conversations be used within mentor professional development to support the development of educative mentors?’ This qualitative analysis used interviews and video recordings of meetings to understand the mentor teacher experiences. It finds that audio clips in mentor meetings worked to support mentor teachers’ learning as mentors and teachers and worked to deprivatize the work of mentoring. Findings from this study can help inform mentor professional development facilitation and can help inform decisions regarding how to prepare and support mentor teachers.
{"title":"Supporting mentor teacher learning and reflection through audio recordings in professional development","authors":"L. Wexler","doi":"10.1080/14623943.2023.2225425","DOIUrl":"https://doi.org/10.1080/14623943.2023.2225425","url":null,"abstract":"ABSTRACT Mentor teachers of student teachers play an important role in novice teacher development, yet rarely receive training or support. This study investigates five mentor teachers during the 2021–2022 school year as they participated in monthly mentor professional development meetings. It asks the question ‘How can recordings of mentor/mentee conversations be used within mentor professional development to support the development of educative mentors?’ This qualitative analysis used interviews and video recordings of meetings to understand the mentor teacher experiences. It finds that audio clips in mentor meetings worked to support mentor teachers’ learning as mentors and teachers and worked to deprivatize the work of mentoring. Findings from this study can help inform mentor professional development facilitation and can help inform decisions regarding how to prepare and support mentor teachers.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"659 - 679"},"PeriodicalIF":1.2,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47731375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/14623943.2023.2219619
H. Holst
ABSTRACT Nursing education has made a journey from being mainly clinic-based education to being education that is carried out at universities and university colleges. The journey from being clinical education to being a university education has likewise created a gap between theory and practice. In this article, the aim is to describe the learning model of Developing and Learning Care Units (DLCU), based on caring science didactics with a lifeworld approach. To overcome the gap between theory and practice, students are supported by a reflective supervisory approach, to learn to take care of patients. Caring and learning are based on caring science with a lifeworld perspective to ensure caring and learning based on a holistic perspective that includes the individual patient and student.
{"title":"Developing and learning care units—a model for nursing students learning in clinical practice","authors":"H. Holst","doi":"10.1080/14623943.2023.2219619","DOIUrl":"https://doi.org/10.1080/14623943.2023.2219619","url":null,"abstract":"ABSTRACT Nursing education has made a journey from being mainly clinic-based education to being education that is carried out at universities and university colleges. The journey from being clinical education to being a university education has likewise created a gap between theory and practice. In this article, the aim is to describe the learning model of Developing and Learning Care Units (DLCU), based on caring science didactics with a lifeworld approach. To overcome the gap between theory and practice, students are supported by a reflective supervisory approach, to learn to take care of patients. Caring and learning are based on caring science with a lifeworld perspective to ensure caring and learning based on a holistic perspective that includes the individual patient and student.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"618 - 628"},"PeriodicalIF":1.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44412097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1080/14623943.2023.2222083
Jennifer Tan, Menn Sze Chua
ABSTRACT This qualitative study investigates conditions for online reflective sessions, the challenges faced and the perceptions of young children when classes moved online. 18 children ages 10–11 participated in the study; they attended 9 online reflection sessions over Zoom and an exit interview. The study concluded that challenges faced when conducting online reflection sessions were the common technical problems – the instability of the network connections and limitations of an online platform. The conditions necessary for reflective sessions include creating appropriate and effective questions to facilitate the process, provision of pictures to prompt discussions and ensuring that the contexts for discussions should be relatable to young children’s experiences. The children had overall positive experiences and considered online reflections as enjoyable learning opportunities. This study provides ideas for supportive and effective conditions for online reflection sessions to promote and motivate meaningful reflections amongst young children.
{"title":"Supporting young children as they engage in reflective practices in the virtual classroom: Conditions, challenges and perspectives during the pandemic of the 21st Century","authors":"Jennifer Tan, Menn Sze Chua","doi":"10.1080/14623943.2023.2222083","DOIUrl":"https://doi.org/10.1080/14623943.2023.2222083","url":null,"abstract":"ABSTRACT This qualitative study investigates conditions for online reflective sessions, the challenges faced and the perceptions of young children when classes moved online. 18 children ages 10–11 participated in the study; they attended 9 online reflection sessions over Zoom and an exit interview. The study concluded that challenges faced when conducting online reflection sessions were the common technical problems – the instability of the network connections and limitations of an online platform. The conditions necessary for reflective sessions include creating appropriate and effective questions to facilitate the process, provision of pictures to prompt discussions and ensuring that the contexts for discussions should be relatable to young children’s experiences. The children had overall positive experiences and considered online reflections as enjoyable learning opportunities. This study provides ideas for supportive and effective conditions for online reflection sessions to promote and motivate meaningful reflections amongst young children.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"644 - 658"},"PeriodicalIF":1.2,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1080/14623943.2023.2222075
V. E. Matahela, G. V. van Rensburg
ABSTRACT The ever-changing higher education milieu calls for a new way of leadership that ensures success for faculty working in academic institutions, including nursing education institutions. Whilst the available literature describes faculty self-leadership and its benefits in broader academic environments, there is dearth of literature that describes how nursing faculty’s self-reflection could be enhanced through self-leadership. This article shares four validated guidelines related to nursing faculty taking responsibility for their self-leadership by reflecting on their teaching practices. A broad exploratory, descriptive sequential mixed-methods study was conducted with nursing faculty from two provinces in South Africa to develop guidelines to facilitate their self-leadership. Guidelines were developed based on the findings of an integrative literature review and data from the qualitative and quantitative phases. The integrated data were used to draw concluding statements. Based on these statements, guidelines for the facilitation of self-leadership in nursing faculty were developed. The four guidelines related to nursing faculty taking ownership of their self-leadership of their teaching practices relate to self-reflection, goal setting, self-development, and collaboration. Nursing faculty should be encouraged to take ownership of their teaching practices, acquaint, and align themselves to institutional values and vision, thus prompting them practice self-leadership through self-reflection.
{"title":"Self-leadership through self-reflection: guiding nursing faculty in taking ownership of their teaching practices in nursing education institutions","authors":"V. E. Matahela, G. V. van Rensburg","doi":"10.1080/14623943.2023.2222075","DOIUrl":"https://doi.org/10.1080/14623943.2023.2222075","url":null,"abstract":"ABSTRACT The ever-changing higher education milieu calls for a new way of leadership that ensures success for faculty working in academic institutions, including nursing education institutions. Whilst the available literature describes faculty self-leadership and its benefits in broader academic environments, there is dearth of literature that describes how nursing faculty’s self-reflection could be enhanced through self-leadership. This article shares four validated guidelines related to nursing faculty taking responsibility for their self-leadership by reflecting on their teaching practices. A broad exploratory, descriptive sequential mixed-methods study was conducted with nursing faculty from two provinces in South Africa to develop guidelines to facilitate their self-leadership. Guidelines were developed based on the findings of an integrative literature review and data from the qualitative and quantitative phases. The integrated data were used to draw concluding statements. Based on these statements, guidelines for the facilitation of self-leadership in nursing faculty were developed. The four guidelines related to nursing faculty taking ownership of their self-leadership of their teaching practices relate to self-reflection, goal setting, self-development, and collaboration. Nursing faculty should be encouraged to take ownership of their teaching practices, acquaint, and align themselves to institutional values and vision, thus prompting them practice self-leadership through self-reflection.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"629 - 643"},"PeriodicalIF":1.2,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45420021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1080/14623943.2023.2212888
Carrie Birmingham
ABSTRACT After decades of work, a unified conceptualization of pedagogical reflection remains elusive. Seeking clarity on the identity of pedagogical reflection, this phenomenological study begins not with an a priori definition of reflection, but with the lived experiences of five veteran teachers. Its goal was to discern from the respondents’ narratives the essence of pedagogical reflection, what makes the experience of pedagogical reflection what it is. Analysis of respondents’ narratives show that their experiences of pedagogical reflection align with qualities of the classical virtue phronesis: an essentially moral, habitual way of being, concerned with practical situations, that weaves together thinking, feeling, wanting, deciding, and acting into a unified whole. This inclusive understanding of reflection organizes and harmonizes the varied work on reflection from Dewey to the present and provides direction for teacher educators in their work to help teacher candidates become reflective practitioners.
{"title":"Experiencing pedagogical reflection as the virtue phronesis","authors":"Carrie Birmingham","doi":"10.1080/14623943.2023.2212888","DOIUrl":"https://doi.org/10.1080/14623943.2023.2212888","url":null,"abstract":"ABSTRACT After decades of work, a unified conceptualization of pedagogical reflection remains elusive. Seeking clarity on the identity of pedagogical reflection, this phenomenological study begins not with an a priori definition of reflection, but with the lived experiences of five veteran teachers. Its goal was to discern from the respondents’ narratives the essence of pedagogical reflection, what makes the experience of pedagogical reflection what it is. Analysis of respondents’ narratives show that their experiences of pedagogical reflection align with qualities of the classical virtue phronesis: an essentially moral, habitual way of being, concerned with practical situations, that weaves together thinking, feeling, wanting, deciding, and acting into a unified whole. This inclusive understanding of reflection organizes and harmonizes the varied work on reflection from Dewey to the present and provides direction for teacher educators in their work to help teacher candidates become reflective practitioners.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"604 - 617"},"PeriodicalIF":1.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42751355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/14623943.2023.2210069
S. Ooi, S. Coker, P. Fisher
ABSTRACT Reflective practice is regarded as an essential competency to maintain high clinical standards by various professional bodies and is therefore emphasised within healthcare training programmes including Clinical Psychology. Clinical supervision is seen as the most common and useful way to encourage reflective practice in healthcare professionals but there is limited evidence on effective strategies for its development. Given this, this research aims to investigate the experience of clinical psychologist supervisors’ in developing reflective skills in trainee clinical psychologists. Six themes have been derived by using thematic analysis and the findings are discussed along with implications and future research directions.
{"title":"Clinical psychologists’ experience of cultivating reflective practice in trainee clinical psychologists during supervision: a qualitative study","authors":"S. Ooi, S. Coker, P. Fisher","doi":"10.1080/14623943.2023.2210069","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210069","url":null,"abstract":"ABSTRACT Reflective practice is regarded as an essential competency to maintain high clinical standards by various professional bodies and is therefore emphasised within healthcare training programmes including Clinical Psychology. Clinical supervision is seen as the most common and useful way to encourage reflective practice in healthcare professionals but there is limited evidence on effective strategies for its development. Given this, this research aims to investigate the experience of clinical psychologist supervisors’ in developing reflective skills in trainee clinical psychologists. Six themes have been derived by using thematic analysis and the findings are discussed along with implications and future research directions.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"481 - 495"},"PeriodicalIF":1.2,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47409799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/14623943.2023.2210064
T. Serra, M. Gras, Dolors Cañabate, J. Colomer
ABSTRACT This paper aims to determine the role cognitive control awareness plays in university students through their scientific writing. Results show that through an assessment-centred instruction approach embedded in reflective learning, tertiary students at a faculty of sciences can achieve greater metacognitive awareness of their learning. Fourth-year students in a physical oceanography class displayed cognitive control over established activities designed to develop their discursive writing skills (writing components included objectives, subject content, methodologies, contextualization and environmental implications on local and global scales). Scientific writing was promoted through students managing their own learning processes and cognitive control through metacognitive awareness, i.e. through a constructivist scheme embedded in formative learning. In the POST test, students scored higher primarily in the categories of writing methodologies, and bibliographies. Teacher expertise, which was mainly provided through feedback and scaffolding for student autonomy was highly valued by the students, and included considering the effects of a teacher assessing their writing and providing strategies to write a better scientific paper
{"title":"Fostering cognitive control through reflection in scientific writing","authors":"T. Serra, M. Gras, Dolors Cañabate, J. Colomer","doi":"10.1080/14623943.2023.2210064","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210064","url":null,"abstract":"ABSTRACT This paper aims to determine the role cognitive control awareness plays in university students through their scientific writing. Results show that through an assessment-centred instruction approach embedded in reflective learning, tertiary students at a faculty of sciences can achieve greater metacognitive awareness of their learning. Fourth-year students in a physical oceanography class displayed cognitive control over established activities designed to develop their discursive writing skills (writing components included objectives, subject content, methodologies, contextualization and environmental implications on local and global scales). Scientific writing was promoted through students managing their own learning processes and cognitive control through metacognitive awareness, i.e. through a constructivist scheme embedded in formative learning. In the POST test, students scored higher primarily in the categories of writing methodologies, and bibliographies. Teacher expertise, which was mainly provided through feedback and scaffolding for student autonomy was highly valued by the students, and included considering the effects of a teacher assessing their writing and providing strategies to write a better scientific paper","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"433 - 446"},"PeriodicalIF":1.2,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44140476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.1080/14623943.2023.2210074
A. Donohoe
ABSTRACT Covid-19, the disease caused by severe acute respiratory syndrome coronavirus 2 is recognised as one of the most challenging global events of the twenty-first Century. The detrimental impact of the pandemic resulted in high rates of infection, morbidity, and mortality, with health-care workers firmly positioned on the frontline of this unparalleled international crisis. An emerging literature detailing the impact of COVID-19 on health-care practitioners identifies high levels of depression, anxiety, and distress. Accordingly, there are calls for the implementation of effective interventions to tackle the impending spectre of psychological morbidities and staff burnout. While it is important to explore new approaches, it is also valuable to examine how existing strategies, such as reflective practice, can be repurposed to specifically address practitioner well-being. This requires a reimagining of reflective practice and a reimagining of the reflective practice contexts in which reflective activity occurs. This paper presents The Reflective Practice Integrative Framework, which illustrates how reflective practice can be used to address the complex aims of supporting effective patient care, while also facilitating practitioner well-being. The Reflective Organisational Learning Framework is also presented which can be used to develop effective reflective practice environments through single, double, and/or triple loop learning.
{"title":"Reimagining reflective practice and reflective practice environments in a post pandemic world: A discussion paper","authors":"A. Donohoe","doi":"10.1080/14623943.2023.2210074","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210074","url":null,"abstract":"ABSTRACT Covid-19, the disease caused by severe acute respiratory syndrome coronavirus 2 is recognised as one of the most challenging global events of the twenty-first Century. The detrimental impact of the pandemic resulted in high rates of infection, morbidity, and mortality, with health-care workers firmly positioned on the frontline of this unparalleled international crisis. An emerging literature detailing the impact of COVID-19 on health-care practitioners identifies high levels of depression, anxiety, and distress. Accordingly, there are calls for the implementation of effective interventions to tackle the impending spectre of psychological morbidities and staff burnout. While it is important to explore new approaches, it is also valuable to examine how existing strategies, such as reflective practice, can be repurposed to specifically address practitioner well-being. This requires a reimagining of reflective practice and a reimagining of the reflective practice contexts in which reflective activity occurs. This paper presents The Reflective Practice Integrative Framework, which illustrates how reflective practice can be used to address the complex aims of supporting effective patient care, while also facilitating practitioner well-being. The Reflective Organisational Learning Framework is also presented which can be used to develop effective reflective practice environments through single, double, and/or triple loop learning.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"509 - 523"},"PeriodicalIF":1.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41968702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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