Using individual and group reflection in and on assessment as a tool for effective learning

Area of Science:

• Nursing Education
• Professional Development
• Educational Psychology

Background:

• Overview of the UK post-registration nurse education landscape.
• Influence of the English National Board (ENB) framework and higher award.
• Context of diploma-level ENB courses.

Purpose of the Study:

• To investigate the impact of formal reflection on nursing students' educational outcomes.
• To explore reflection as a learning strategy influencing professional practice.
• To analyze the effects of reflection on six key factors related to learning and practice.

Main Methods:

• Study involved two consecutive cohorts of students on a 6-month ENB diploma course.
• Formal reflection was implemented through individual written work and group discussions.
• Reflection focused on two summative course assessments.

Main Results:

• Positive influence on academic self-concept was observed.
• Enhanced task awareness and a more nuanced view of knowledge were reported.
• Improved understanding of knowledge's influence on behavior and writing as a learning tool were noted.

Conclusions:

• Formal reflection is a valuable learning strategy in post-registration nurse education.
• Reflection positively impacts students' educational outcomes and professional practice.
• The study supports the use of reflection for enhancing learning through assessment and discussion.