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Updated: Jul 11, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

The role of reflection in implementing learning from continuing education into practice.

Mandy Lowe¹, Susan Rappolt, Susan Jaglal

¹Department of Occupational Science and Occupational Therapy, University of Toronto, Interprofessional Education Leader, Toronto Rehabilitation Institute, Toronto, Canada. Lowe.Mandy@torontorehab.on.ca

The Journal of Continuing Education in the Health Professions

|September 19, 2007

Summary

Health professionals use reflection to integrate learning into practice, influenced by course, context, and individual factors. This study provides models to guide educators in promoting reflective learning.

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Last Updated: Jul 11, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Health Professions Education
Occupational Therapy
Adult Learning Theory

Background:

Advocacy for reflection in healthcare practice lacks empirical evidence on its integration into clinical settings.
Limited empirically based theory exists on promoting reflection and its influencing factors in translating learning into practice.
Occupational therapists were studied to examine reflection and learning implementation from a short course.

Purpose of the Study:

To empirically investigate the use of reflection by health professionals to integrate learning into clinical practice.
To develop empirically based models of reflection use and influencing factors.
To understand how occupational therapists utilize reflection following a short course.

Main Methods:

A multimethod approach was employed, including quantitative surveys (Self-Reflection and Insight Scale, Commitment to Change statements) and qualitative interviews.
Phase one involved 41 participants completing surveys; phase two (n=33) tracked Commitment to Change achievement.
Phase three involved interviews with 10 participants selected based on phase one and two data.

Main Results:

Two models were generated: one detailing when reflection is used, and another explaining influencing factors.
Participants engaged in reflection before, during, and after the short course.
Reflection was influenced by factors related to the course, the practice environment, and personal characteristics.

Conclusions:

The developed models and theory offer guidance for educators on utilizing reflective learning strategies.
Effective use of reflection can be promoted before, during, and after educational interventions.
Understanding influencing factors can optimize the application of reflection in professional development.