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Reflection in preregistration nursing curricula.

Honor Nicholl1, Agnes Higgins

  • 1School of Nursing and Midwifery Studies, Trinity College, Dublin, Ireland. nichollh@tcd.ie

Journal of Advanced Nursing
|May 25, 2004
PubMed
Summary
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Nurse teachers in Ireland perceive reflective practice differently, with a focus on theory over skills. Further training is needed to effectively teach reflective practice in nursing curricula.

Area of Science:

  • Nursing Education
  • Professional Development

Background:

  • Reflective practice is increasingly emphasized in nursing literature, yet evidence supporting its benefits remains limited.
  • Irish nursing regulatory bodies advocate for reflective nurses, prompting curriculum changes without clear guidance on teaching or assessment.
  • A descriptive exploratory study was conducted due to the lack of research on teaching reflective practice.

Purpose of the Study:

  • To explore how nurse teachers in the Republic of Ireland perceive and interpret reflective practice within preregistration nursing programs.
  • To identify variations in the implementation of reflective practice in nursing curricula across different institutions.

Main Methods:

  • A postal questionnaire was distributed to 40 schools of nursing offering the preregistration diploma in nursing.

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  • The study employed a descriptive, exploratory approach to gather data on nurse teachers' perspectives.

    • Main Results:

    • Significant variation exists in the allocation of hours and curriculum placement for reflective practice across institutions.
    • Teaching predominantly focused on theoretical models of reflection rather than practical skills or the reflective process.
    • Nurse teachers reported dissatisfaction with their own preparation and identified challenges in teaching reflective practice.

    Conclusions:

    • The findings highlight a need to clarify the content and approach to teaching reflective practice in nursing curricula.
    • There is a clear need for improved preparation and support for nurse educators tasked with teaching reflective practice.
    • Further research is recommended to validate these findings, given the study's limitations including a 50% response rate and geographic scope.