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Reflecting on reflection: a personal encounter

S Glen, A Clark, M Nicol

    Nurse Education Today
    |February 1, 1995
    PubMed
    Summary
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    This study shows that using

    Area of Science:

    • Nursing Education
    • Professional Development
    • Reflective Practice

    Background:

    • Supervising student teachers in nursing requires effective assessment methods.
    • The role of reflection in developing professional competence is increasingly recognized.
    • Current supervision models may not adequately prepare practitioners for mentorship.

    Purpose of the Study:

    • To explore the impact of 'Critically Reflective Analysis of an Educational Event' on nursing student teacher supervision.
    • To examine the link between reflective abilities and the quality of nursing practice.
    • To assess the potential of reflective tutorials for evaluating professional competence and fostering development.

    Main Methods:

    • A retrospective study analyzing the experience of a Senior Lecturer in Nursing Studies supervising a student teacher.

    Related Experiment Videos

  • Utilized 'Critically Reflective Analysis of an Educational Event' as a primary assessment tool.
  • Employed an external advisor to facilitate meta-reflection on theoretical underpinnings.

    • Main Results:

    • The introduction of reflective analysis significantly challenged and transformed the roles of both supervisor and student teacher.
    • Reflective tutorials were found to be creative and recreative, not solely retrospective.
    • A significant shift occurred in the contextual framework for addressing professional problems, aligning with Schön's concepts.

    Conclusions:

    • Critically reflective analysis is a valuable tool for enhancing nursing education and professional development.
    • Reflective practice can be integrated into assessment to foster competence and personal growth.
    • Supervisors and student teachers require specific preparation and support for effective reflective practice.