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The reflective practitioner in nursing.

J H Powell1

  • 1School of Humanities, Education and Social Science, Buckinghamshire College, Chalfont St Giles.

Journal of Advanced Nursing
|October 1, 1989
PubMed
Summary
This summary is machine-generated.

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Registered nurses extensively use reflection-in-action for describing and planning actions. However, learning and value judgment reflection are less common, particularly among community and nurse practitioners, impacting evidence-based practice integration.

Area of Science:

  • Nursing
  • Professional Development
  • Healthcare Education

Background:

  • Reflection-in-action is a key concept in professional development, particularly for nurses.
  • Understanding how nurses utilize reflective practice in daily work is crucial for improving patient care and professional growth.
  • Existing literature highlights the importance of reflective practice, but empirical studies on its application in diverse nursing roles are needed.

Purpose of the Study:

  • To investigate the extent and nature of reflection-in-action among practicing registered nurses.
  • To explore the relationship between reflection-in-action, learning, and the integration of nursing research into practice.
  • To identify factors influencing the use of reflection-in-action in everyday nursing.

Main Methods:

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  • A qualitative study involving eight practicing registered nurses.
  • Utilized Schon's theory of reflection-in-action as the theoretical framework.
  • Employed a research tool based on Mezirow and Lazzara's adaptation of Colaizzi's reduction for data analysis.

    • Main Results:

    • Reflection-in-action was prevalent in describing and planning actions but less so in recognizing value judgments and facilitating learning.
    • Instances of deeper reflection leading to learning were primarily observed in community nurses and nurse practitioners.
    • The integration of nursing research and interdisciplinary knowledge into practice was found to be inconsistent among the studied nurses.

    Conclusions:

    • Practicing nurses demonstrate a strong capacity for descriptive and planning reflection, but deeper reflective learning is less developed.
    • Specific nursing roles, such as community nursing and nurse practitioner roles, may foster more profound reflective learning.
    • There is a need to bridge the gap between theory and practice, encouraging nurses to integrate research and interdisciplinary knowledge for continuous learning and improved practice.