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Reflective practice and team teaching in mental health care
1Primary and Community Mental Health, Tees and North East Yorkshire NHS Trust. garywilshaw@tney.northy.nhs.uk
Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|October 3, 2003
Summary
New professional education approaches significantly improved team capacity and reflective practice skills. Training enhanced practitioners
Area of Science:
- Healthcare professional education
- Team capacity building
- Reflective practice
Background:
- Professional development often overlooks team dynamics and learning readiness.
- Enhancing reflective practice is crucial for effective healthcare delivery.
Purpose of the Study:
- To develop and test novel educational strategies for professional teams.
- To improve team capacity and readiness to learn.
- To strengthen practitioners' ability to engage in reflective practice.
Main Methods:
- Piloted 'time out' and 'debrief' training approaches with ten care teams.
- Utilized pre- and post-training competency measures to assess effectiveness.
- Included self- and manager assessments of practitioner capability.
Main Results:
- Competency measures significantly increased post-training compared to pre-training.
- Both self-assessments and manager assessments indicated positive effects on practitioner capability.
- The training demonstrated a positive impact on overall team performance.
Conclusions:
- The developed educational process supports reflexivity and thoughtful practice.
- This innovative approach can help practitioners better manage work challenges.
- Findings suggest a scalable model for enhancing professional team effectiveness.
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