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Reflection as an educational strategy in nursing professional development: an integrative review
Robbin Miraglia1, Marilyn E Asselin
1Robbin Miraglia, MSN, RN, is Doctoral Student, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, and Clinical Educator, Beverly Hospital, Massachusetts. Marilyn E. Asselin, PhD, RN-BC, is Associate Professor, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth.
Journal for Nurses in Professional Development
|March 20, 2015
Summary
Reflection in nursing education stimulates learning and promotes practice change. Structured reflective strategies enhance readiness to apply new knowledge in clinical settings.
Area of Science:
- Nursing Education
- Professional Development
- Clinical Practice Improvement
Background:
- Reflection is integral to professional nursing practice.
- It serves as a key strategy for experiential learning.
- Understanding its educational impact is crucial for skill development.
Purpose of the Study:
- To synthesize literature on reflection as an educational strategy in nursing.
- To report outcomes associated with the use of reflective strategies.
- To evaluate the effectiveness of reflection in professional nursing.
Main Methods:
- An integrative review of existing literature was conducted.
- Studies focusing on reflection as an educational tool were analyzed.
- Outcomes of reflective strategies were systematically reported.
Main Results:
- Reflective strategies are often integrated into educational programs with specific clinical aims.
- Group facilitation is a common structure for reflection education.
- Findings indicate that reflection stimulates learning within practice.
Conclusions:
- Reflective strategies enhance nurses' readiness to implement new knowledge.
- The use of reflection actively promotes positive changes in nursing practice.
- Reflection is a valuable educational approach for advancing nursing skills.
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