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Reflective practice: a meaningful task for students.
Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|March 26, 2005
Summary
Students showed mixed feelings about reflective writing, a key part of specialist practice assessment. While some found it meaningful and beneficial for skill development, others were skeptical, with learning styles influencing perception.
Area of Science:
- Healthcare Education
- Professional Development
- Nursing Practice
Background:
- Reflective writing is integral to portfolio assessment in specialist practice courses.
- It serves as evidence for skills development and clinical competence.
- Understanding student perceptions of reflection is crucial for effective curriculum design.
Purpose of the Study:
- To evaluate if students perceive reflective practice as meaningful.
- To identify perceived benefits of reflective practice.
- To determine the validity of reflection as an assessment tool for specialist practice competencies.
Main Methods:
- A qualitative approach was used, involving focus group interviews.
- A web-based discussion board was utilized to gather student attitudes.
- Analysis focused on student evaluation of focus group and discussion board data.
Main Results:
- No consensus emerged on whether reflection is a meaningful activity.
- Students' learning styles significantly influenced their perception of reflection's usefulness.
- Reflective writing is valued for demonstrating skills and competence.
Conclusions:
- Student skepticism towards reflection was observed.
- Reflection positively impacted the practice of students who embraced it meaningfully.
- Further research is recommended to explore reflection's role in developing nursing practice knowledge.