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Reflective practice: a focus for caring

E Davies1

  • 1School of Nursing, Australian Catholic University, Queensland Division.

The Journal of Nursing Education
|April 1, 1995
PubMed
Summary
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Reflection in nurse education bridges theory and practice gaps. Clinical debriefing and journaling reduce anxiety, promote active learning, and center patient care for nursing students.

Area of Science:

  • Nursing Education
  • Reflective Practice

Background:

  • Theorized disjuncture between theory and practice in nursing education.
  • Need for effective pedagogical strategies to integrate clinical experience with academic learning.

Purpose of the Study:

  • To explore reflection as a mechanism to bridge the theory-practice gap in undergraduate nursing education.
  • To investigate the impact of reflective processes on the learning environment, process, and focus.

Main Methods:

  • Grounded theory approach.
  • Study involved first-year undergraduate nursing students.
  • Utilized clinical debriefing and journaling as reflective tools.

Main Results:

  • Reflective processes positively impacted the learning environment, process, and focus.

Related Experiment Videos

  • Reduced anxiety through peer support and cooperation.
  • Shift from passive to active learning modes observed.
  • Emergence of the client as the central focus of care over time.

    • Conclusions:

    • Reflective practices, including debriefing and journaling, are effective in enhancing nursing education.
    • These methods foster a more student-centered and active learning environment.
    • The integration of reflection ultimately improves the focus on client care in nursing practice.