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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Implementing and evaluating reflective practice group sessions.

Deidre McGrath1, Agnes Higgins

  • 1School of Nursing and Midwifery, Queens University Belfast, MBC, 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, United Kingdom.

Nurse Education in Practice
|December 2, 2008
PubMed
Summary
This summary is machine-generated.

Nurse educators face challenges implementing reflective practice sessions for nursing students. This paper offers practical guidance for educators to enhance nursing education through reflection.

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Area of Science:

  • Nursing Education
  • Healthcare Professional Development

Background:

  • Rapid advancements in medical technology and societal health issues demand highly skilled nursing practitioners.
  • Nursing curricula are evolving to incorporate methods that foster critical thinking and enhance patient care.
  • Reflection is recognized as a key pedagogical tool for analyzing nursing practice and developing expertise.

Purpose of the Study:

  • To explore challenges encountered when introducing reflective sessions to qualified nurses in a diploma program.
  • To provide practical recommendations for nurse educators implementing reflection as a teaching method.

Main Methods:

  • Qualitative exploration of issues arising from reflective sessions.
  • Focus on a group of qualified nurses undertaking a diploma in nursing.

Main Results:

  • Implementation of reflective sessions presented specific challenges for nurse educators.
  • The study identified key areas of difficulty in introducing and facilitating reflection.

Conclusions:

  • Reflection is crucial for developing critically thoughtful nursing practitioners.
  • Practical advice is offered to educators to overcome challenges and effectively utilize reflective sessions in nursing education.