An evaluation of process and outcomes from learning through reflective practice groups on a post-registration nursing...

Area of Science:

• Nursing Education
• Professional Development
• Adult Learning Theory

Background:

• Post-registration nursing education requires advanced skills beyond basic training.
• Reflective practice is crucial for developing critical thinking and professional judgment in nurses.
• Traditional learning methods may not fully address the complexities of experienced nurses' learning needs.

Purpose of the Study:

• To evaluate the process and outcomes of learning within reflective practice groups.
• To explore how reflective practice groups influence the development of critical thinking and professional behavior in nursing students.
• To identify barriers and facilitators to learning in reflective practice groups.

Main Methods:

• Qualitative evaluation using in-depth interviews.
• Formation of small, purposeful reflective practice groups.
• Part-time Diploma in Professional Studies in Nursing program participants.

Main Results:

• Students demonstrated significant development in critical thinking abilities.
• Perspective transformations led to changes in attitudes and behavior, including increased professionalism and autonomy.
• Enhanced self-confidence to challenge the status quo and make independent judgments was observed.
• A less rule-bound approach to nursing practice emerged.

Conclusions:

• Reflective practice groups are a valuable pedagogical tool in post-registration nursing education.
• Supportive and challenging group dynamics, facilitated by peers and educators, are key to transformative learning.
• These groups foster essential professional competencies, preparing nurses for complex practice environments.