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Encouraging reflection and critical thinking in practice.

Adrienne Price¹

¹Frimley Park Hospital, Surrey. adrienne.price@fph-tr.nhs.uk

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)

|September 11, 2004

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To make reflection a practical skill, practitioners must integrate it with critical thinking. This guide offers strategies for mentors and supervisors to foster this essential combination in healthcare professionals.

Area of Science:

Healthcare Education
Professional Development
Clinical Practice

Background:

Reflection is crucial for professional growth but often remains theoretical.
Bridging the gap between reflective practice and critical thinking is a key challenge.
Mentors and supervisors play a vital role in skill development.

Purpose of the Study:

To provide practical guidance for enhancing reflective practice.
To demonstrate how to integrate critical thinking with reflection.
To support mentors, clinical supervisors, and preceptors in their teaching roles.

Main Methods:

Guidance is offered through practical strategies and examples.
Focus on actionable steps for educators.
Emphasis on fostering critical analysis within reflective exercises.

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Main Results:

Provides a framework for developing transferable reflective skills.
Empowers educators to guide practitioners in combining reflection and critical thinking.
Aims to improve the application of reflection in real-world clinical scenarios.

Conclusions:

Integrating critical thinking transforms reflection into a practical, transferable skill.
Effective mentorship is key to developing this combined competency.
This approach enhances professional practice and patient care outcomes.