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Published on: March 8, 2019
Reflexivity and habitus: opportunities and constraints on transformative learning.
Stuart Nairn1, Derek Chambers, Susan Thompson
1School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Melbourne House, 96 Osmaston Road, Derby DE1 2RD, UK. stuart.nairn@nottingham.ac.uk
Summary
This study integrates reflexivity and habitus to enhance critical reflection in nursing education. Understanding personal values systems is key to overcoming barriers and improving care delivery.
Area of Science:
- Nursing Education
- Sociology
- Philosophy
Background:
- Critical reflection is used in nursing education to bridge theory and practice.
- Current approaches often lack depth and fail to address contextual barriers.
- The influence of personal and cultural values on reflective practice is frequently overlooked.
Purpose of the Study:
- To develop a robust framework for critical reflection by integrating Mezirow's reflexivity and Bourdieu's habitus.
- To promote deeper levels of reflection in nursing education.
- To empower nurses to understand barriers to critical reflection.
Main Methods:
- Literature search using CINHAL and MEDLINE.
- Inclusion of seminal texts (from 1956) focusing on theoretical approaches.
- Keywords: values systems, habitus, critical reflection.
Main Results:
- Critical reflection models often neglect the impact of student values on care perception and delivery.
- Existing approaches to critical reflection in nursing may not be sufficiently robust.
- Contextual factors and personal values systems significantly influence reflective practices.
Conclusions:
- Integrating reflexivity and habitus offers a more comprehensive approach to critical reflection.
- Acknowledging personal and cultural values systems is crucial for effective reflective practice in nursing.
- A robust framework is needed to enhance critical reflection and improve care delivery in nursing education.
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