Journal articles: 'Clinical and critical reflection'

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Atkins, Michael. "Critical reflection." International Journal of Art Therapy 11, no. 1 (June 2006): 53–55. http://dx.doi.org/10.1080/17454830600777051.

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de Cossart, Linda, Della Fish, and Ken Hillman. "Clinical Reflection." Current Opinion in Critical Care 18, no. 6 (December 2012): 712–17. http://dx.doi.org/10.1097/mcc.0b013e328358e239.

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Shin, Sujin, Eunmin Hong, Jiyoung Do, Mee Sun Lee, Youngsun Jung, and Inyoung Lee. "Development of Critical Reflection Competency Scale for Clinical Nurses." International Journal of Environmental Research and Public Health 19, no. 6 (March 15, 2022): 3483. http://dx.doi.org/10.3390/ijerph19063483.

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Critical reflection develops nurses’ critical thinking and clinical reasoning competency. It is necessary to develop a validated scale to measure critical reflection competency considering the clinical situation and nursing context. Therefore, this study analyzed the concept of critical reflection, developed a scale to measure critical reflection competency, and verified its validity and reliability. The concept of critical reflection and components of the scale were confirmed through literature review and results of previous studies on content analysis. A total of 64 preliminary items were derived on a 5-point Likert scale. The adequacy of vocabulary and expression was checked, and a content validity test was conducted. An I-CVI value of 0.88–1.00 was computed. Construct validity was conducted through an exploratory factor analysis, and data collected from 296 clinical nurses were analyzed. Five factors and nineteen items were derived, and the explanatory power was found to be 53.02%. Cronbach’s α of the scale was 0.853. Future studies need to develop a critical reflection education program and utilize this concept as an educational strategy. We propose a study to verify the effect of applying an educational program using the critical reflection competency scale developed in this study.

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Yamuragiye, Assumpta, and Elizabeth Anne Kinsella. "Reflective Practice in Anesthesia Clinical Teaching." Rwanda Journal of Medicine and Health Sciences 4, no. 3 (December 30, 2021): 406–11. http://dx.doi.org/10.4314/rjmhs.v4i3.10.

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BackgroundReflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.AimThe aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.MethodsTwo cases, illustrating critical incidents in the anesthesia clinical teaching environment, were examined to consider how incorporating reflective practice into clinical education can advance knowledge generation in the field.FindingsThe two cases studies show how reflective practice can contribute to experiential learning, particularly through reflection on critical incidents.ConclusionReflective practice can help bridge the gap between theoretical knowledge and practice in anesthesia education and practice.Rwanda J Med Health Sci 2021;4(3):406-411

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Smith, Blenda, and Yvonne Johnston. "Using Structured Clinical Preparation to Stimulate Reflection and Foster Critical Thinking." Journal of Nursing Education 41, no. 4 (April 2002): 182–85. http://dx.doi.org/10.3928/0148-4834-20020401-09.

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Riley, Marie E. "Removing chest drains - a critical reflection of a complex clinical decision." Nursing in Critical Care 8, no. 5 (September 2003): 212–21. http://dx.doi.org/10.1046/j.1362-1017.2003.00037.x.

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Lai, Yan-Ling. "Critical emancipatory reflection on establishing an equal, trusting relationship among surgery participants in clinical practice in China." Frontiers of Nursing 6, no. 1 (May 20, 2019): 47–52. http://dx.doi.org/10.2478/fon-2019-0009.

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AbstractObjectiveReflection is considered to be one of the important ways to learn from one’s experience, and one should be encouraged to apply the skill of reflection in lifelong learning. The author used the critical emancipatory reflection theory to reflect on a practice issue, which was related to the relationship between doctors and nurses, and tries to become a lifelong reflective practitioner in clinical work.MethodsSmyth’s reflective framework, which includes the steps describe, inform, confront, and reconstruct, will be used in this article to help the author to understand the process of reflection and improve the skill of reflection. Utilizing Smyth’s reflective framework to reflect on an issue in practice allows the author to break the routine way of thinking and learn from experience, as well as providing a higher quality of service for patients.ResultsThe theory of emancipatory reflection along with the critical reflection theory will be used to determine the beliefs and values that rule the author’s action and derive how these are distinct from what the author is supposed to achieve. Besides, critical emancipatory reflection theory will be used to discover the dominant power structures in clinical practice; symbolic interaction and hegemony will be utilized to discover the factors that prevent the author from achieving the desired goals; socialization theory will be applied to facilitate the author in improving the professional identity.ConclusionsUsing the critical emancipatory reflection on the issue in practice helps the author to find out the constraints in practice, bridge the espoused value and enacted value, and thereafter undertake transformative changes in practice. Eventually, the author can improve the skill of critical emancipatory reflection and become a lifelong reflective practitioner, and the quality of clinical practice can be improved as a result.

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Gray, Timothy William, and Christopher John Coombs. "Developing professional judgement in surgical trainees: the role of critical reflection." Australasian Journal of Plastic Surgery 1, no. 1 (March 1, 2018): 95–100. http://dx.doi.org/10.34239/ajops.v1n1.34.

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Critical reflection is a disciplined process that aims to critically evaluate everyday medical practices to more fully understand and learn from them. It can lead to improved professionalism and clinical reasoning and is increasingly seen as a core component of continuing professional development in a number of disciplines. While critical reflection is a central element of expert surgical practice, its processes are often tacit and hence invisible to trainees. In this paper, we describe a pilot project aimed at introducing critical reflection techniques into a plastic surgery training program. We also discuss the use of critical reflection as a tool to allow learning surgeons to develop, observe and critique their own clinical thinking, and outline a framework for surgical supervisors and trainers to guide, monitor and assess the development of professional judgement in their trainees.

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Gray, Timothy William, and Christopher John Coombs. "Developing professional judgement in surgical trainees: the role of critical reflection." Australasian Journal of Plastic Surgery 1, no. 1 (January 30, 2018): 104–9. http://dx.doi.org/10.34239/ajops.v1i1.34.

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Critical reflection is a disciplined process that aims to critically evaluate everyday medical practices to more fully understand and learn from them. It can lead to improved professionalism and clinical reasoning and is increasingly seen as a core component of continuing professional development in a number of disciplines. While critical reflection is a central element of expert surgical practice, its processes are often tacit and hence invisible to trainees. In this paper, we describe a pilot project aimed at introducing critical reflection techniques into a plastic surgery training program. We also discuss the use of critical reflection as a tool to allow learning surgeons to develop, observe and critique their own clinical thinking, and outline a framework for surgical supervisors and trainers to guide, monitor and assess the development of professional judgement in their trainees.

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Pilgrim, David. "The necessary ambivalence of David Smail: A critical realist reflection." Clinical Psychology Forum 1, no. 297 (September 2017): 33–36. http://dx.doi.org/10.53841/bpscpf.2017.1.297.33.

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Carroll, Michael. "Supervision: Critical Reflection for Transformational Learning, Part 1." Clinical Supervisor 28, no. 2 (November 16, 2009): 210–20. http://dx.doi.org/10.1080/07325220903344015.

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Daly, Gayle. "Supervision: Formative Assessment as a Clinical Supervision Tool." Perspectives on Administration and Supervision 20, no. 3 (October 2010): 113–16. http://dx.doi.org/10.1044/aas20.3.113.

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Formative assessment is a critical component to effective supervision for graduate students in both on-campus clinical assignments as well as in external placements. This article focuses on the role of student participation and self-reflection in effective formative assessments. A number of self-reflection formative assessment tools will be discussed along with a survey of students' perception of the value of each.

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Little, Milta O. "The Use of Critical Reflection in Clinical Practice and Health Profession Education." Journal of the American Medical Directors Association 16, no. 3 (March 2015): 177–78. http://dx.doi.org/10.1016/j.jamda.2014.10.011.

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Constantinou, Costas S., Panayiota Andreou, Alexia Papageorgiou, and Peter McCrorie. "Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives." Qualitative Research in Education 9, no. 3 (October 28, 2020): 273. http://dx.doi.org/10.17583/qre.2020.5063.

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Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.

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Clayson, Amanda, Lucy Webb, and Nigel Cox. "When two worlds collide: critical reflection on co-production." Drugs and Alcohol Today 18, no. 1 (March 5, 2018): 51–60. http://dx.doi.org/10.1108/dat-08-2017-0040.

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Purpose The purpose of this paper is to report the findings from reflexive data collection on the evolving co-production research relationship between the two “worlds” of community and academia: people with lived experience and their community intermediaries and academic researchers. It reports analysis of reflections on experience as the different partners explore and evaluate their own experiences of co-productive research within the context of substance use recovery co-production research. Design/methodology/approach The research uses reflexive data from perspectives of an intermediary community partner, academic partners, and community researchers on experiences of a series of co-productive research projects. The aim is to identify thematic features of the co-productive experiences from different positions and through the process of adaptation to a co-productive relationship. Findings This paper outlines what has been learnt from the experience of co-production and what has “worked” for community and academic partners; around the nature of co-production, barriers to performance, and its value to participants and the wider recovery research agenda. Originality/value This paper reports a unique perspective on a developing methodology in health and social care, contributing to a growing body of knowledge pertaining to experiences of co-production research.

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Madden, Meredith J., Donna Ritenour, and Kimberly L. Mace. "Critical Assessment and Reflection on Experience Form: A Novel Approach to Clinical Assessment." Athletic Training Education Journal 16, no. 4 (November 1, 2021): 307–15. http://dx.doi.org/10.4085/1947-380x-20-089.

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Context There is a clear need for quality improvement in health care. The 2020 Commission on Accreditation of Athletic Training Education Standards for Professional Athletic Training Programs require students to apply concepts of quality improvement to provide athletic training care and deliver excellent patient outcomes. As such, programs may be looking for strategies to view students' clinical experiences through a lens of quality improvement. Objective To introduce the Critical Assessment and Reflection on Experience (CARE) form, which is a novel clinical education tool that assesses student clinical skills using critical reflection and quality improvement concepts. Background Historically, students have demonstrated achievement by comparing their skill performance with a competency checklist. Typically, the skills assessed, and the level of achievement expected progress to allow learning over time. However, current athletic training clinical education literature has shifted to promote experiential learning, critical thinking, and active reflection to develop competence. Description Students complete the CARE form after patient encounters or other clinical experiences. The form requires students to practice documentation and communication skills, but also to critically reflect on performance by applying quality improvement, patient safety, and evidence-based practice concepts. Clinical Advantage(s) The form holds advantages for multiple stakeholders, including students, preceptors, and program administrators. The CARE form encourages students to engage in authentic patient interactions rather than relying on contrived learning experiences. By encouraging live patient encounters, this tool results in less burden on preceptors to create additional opportunities for students. Program administrators can use the tool to incorporate quality improvement standards meaningfully into the curriculum. Additionally, the CARE form creates opportunity to document program assessment. Conclusion(s) Professional programs should consider implementing the CARE form as a clinical experience assessment tool to develop students' quality improvement and critical thinking skills when providing athletic training services.

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Beake, S., C. McCourt, L. Page, and A. Vail. "The use of clinical audit in evaluating maternity services reform: a critical reflection." Journal of Evaluation in Clinical Practice 4, no. 1 (February 1998): 75–83. http://dx.doi.org/10.1046/j.1365-2753.1998.t01-1-00007.x.

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Bang, SulYeong, and Young Eun. "The Effect of Debriefing using Reflective Questions and Writing in Simulation Training: Post Operative Care of Abdominal Surgery." Journal of Korean Academic Society of Nursing Education 23, no. 4 (November 30, 2017): 463–73. http://dx.doi.org/10.5977/jkasne.2017.23.4.463.

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Purpose: The purposes of study was to evaluate the effect of debriefing using reflection questions and writing on the critical thinking disposition, self-efficacy, and clinical judgement ability in simulation of post-operative care of abdominal surgery. Methods: The research method was a nonequivalent control group no-synchronized design. The study period was from August 22 to 30, 2016. The subjects were comprised of 34 people in the experimental group and 36 in the control group. In a simulation session for post-operative care of abdominal surgery, the treatment of the experimental group was to debrief for 30 minutes using Lasater's reflection questions and writing. For the control group, a typical debriefing was conducted in the same environment. Results: Critical thinking disposition, self-efficacy, and clinical judgement were significantly higher in the experimental group than the control group. Conclusion: To enhance the critical thinking disposition, self-efficacy, and clinical judgement of nursing students in simulation, it is recommended to debrief using reflection questions and writing.

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Xiao, Xiao, and She-Ning Zhu. "Critical reflection on the role of theater nurses in a multidisciplinary team for perioperative care in China." Frontiers of Nursing 6, no. 1 (May 20, 2019): 27–33. http://dx.doi.org/10.2478/fon-2019-0006.

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Abstract Objective The aim of this article is to reflect on the role of theater nurses in a multidisciplinary team, understand the factors that have influenced theater nurses’ practice, and improve the authors’ clinical practice ultimately. Methods The author used Smyth’s model to guide the process of reflection on the practice issue. Critical reflection, critical emancipatory theory, reflexivity, and critical social theory were used to help the author analyze the factors that have affected theater nurses’ practice in the organization. Results There are gaps between the espoused and enacted theories. A theater nurse’s practice is determined by multiple factors, such as political, structural, social, historical, cultural issues, and so on. The hierarchy of the health context could hinder possible changes in theater nurses’ practice. To better understand our practice and implement transformation, we should shape a supportive environment, bear in mind the practice motto of “patient-centered” care, and improve our knowledge and reflection skills. Conclusions Reflection plays a significant role in the advancing of practice among theater nurses and needs to be combined with clinical practice. To provide the best service of care to perioperative patients, a theater nurse should have an insightful understanding of the factors that have influenced her/his behaviors historically, socially, and culturally. By improving their critical reflection skills, practitioners could gain knowledge from experience.

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Goh, Hongli Sam, Vivian Tan, Chen-Na Lee, Hui Zhang, and M. Kamala Devi. "Nursing Home’s Measures during the COVID-19 Pandemic: A Critical Reflection." International Journal of Environmental Research and Public Health 19, no. 1 (December 22, 2021): 75. http://dx.doi.org/10.3390/ijerph19010075.

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This study examined the pandemic measures taken by nursing leaders to cope with COVID-19 at a nursing home in Singapore. The pandemic has affected over 215 countries, sparking a series of containment and pandemic measures by governments and healthcare organizations worldwide. Long-term care facilities are especially vulnerable to the pandemic, but little has been reported about the nursing homes’ measures in handling the pandemic. The present study used Morley’s (2014) three-stage critical reflection method to review meeting minutes, organizational emails, and government advisories on the COVID-19 pandemic measures undertaken by nursing leaders at a nursing home in Singapore between January and June 2020. The pandemic measures were broadly classified into four groups: (1) infection surveillance and containment measures; (2) ensuring continuity in clinical care and operational support; (3) resource and administrative coordination; and (4) staff training and development. Nurses have played a vital role in the fight against COVID-19 by ensuring continuity in patient care and demonstrating clinical leadership in pandemic efforts. This study proposes a useful nursing pandemic structure that outlines a set of functions and measures required for handling a pandemic and that can be applied to various medical emergencies and contingencies.

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Yu, Hong-Jing, Dong-Lan Ling, and Jia-Le Hu. "Advancing the quality of care and nursing practice through emancipatory reflection." Frontiers of Nursing 6, no. 1 (May 20, 2019): 1–4. http://dx.doi.org/10.2478/fon-2019-0002.

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Abstract Reflection is a fundamental skill of health-care professionals and plays an important role in ensuring the quality of care in health-care practice. It is believed that undertaking reflection in practice can help nurses develop an awareness of a sense of personal power and agency, cultivate their critical thinking ability and help them promote their professional development. However, reflection has not been introduced widely as a nursing curriculum in China, and literature shows that some clinical nurses lack critical thinking skills and critical reflective practice skills by reason of not receiving systematic education on reflection when they were at nursing college. Therefore, we present a series of seven articles focused on prevalent and interesting practice-based events to reflect on in this special issue. The main aim is to disseminate reflective methodology and techniques and present examples of reflective writing for nurses. It is expected that these articles will help to lead Chinese nurses to adopt critical emancipatory reflective processes to bring about transformative actions.

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Indar, Alyssa, Sherry Espin, Karen LeGrow, Sue Bookey-Bassett, Taylor MacLean, Donald Rose, and Elaine Santa Mina. "Using critical creativity to support virtual methods of critical reflection for undergraduate and graduate nursing students." Journal of Nursing Education and Practice 12, no. 8 (April 15, 2022): 11. http://dx.doi.org/10.5430/jnep.v12n8p11.

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The COVID-19 pandemic has posed significant challenges to nursing education, given the ongoing changes in clinical nursing practice and the shift to virtual learning formats. This is particularly difficult to navigate for individuals who are nurses and simultaneously pursuing nursing education, at the graduate or undergraduate level. The purpose of this paper is to provide a description of a virtual approach to enhance critical reflection for individuals experiencing the pandemic as nurses and nursing students. The approach is compatible with virtual teaching methods and strongly supported by critical creativity and practice development methods. Through a series of custom-designed YouTube videos, students were asynchronously supported to create an aesthetic piece (e.g., drawing, poem, etc.) that captured their experiences during the first wave of the COVID-19 pandemic. Students also provided narratives to describe their aesthetic piece and further explicate their experiences, based on focused reflective questions. Our research team showcased the study findings in visual and written formats using an arts-based website. Sharing these methods could support nursing educators to continue supporting students in meaningful critical reflection in virtual formats.

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Embrack, Traci. "Enhancing critical reflection of students during a clinical internship using the self-S.O.A.P note." Journal of Physical Therapy Education 20, no. 2 (2006): 78. http://dx.doi.org/10.1097/00001416-200607000-00012.

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Dri, Diego Alejandro, Carlotta Marianecci, Maria Carafa, Elisa Gaucci, and Donatella Gramaglia. "Surfactants, Nanomedicines and Nanocarriers: A Critical Evaluation on Clinical Trials." Pharmaceutics 13, no. 3 (March 13, 2021): 381. http://dx.doi.org/10.3390/pharmaceutics13030381.

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Advances, perspectives and innovation in drug delivery have increased in recent years; however, there is limited information available regarding the actual presence of surfactants, nanomedicines and nanocarriers in investigational medicinal products submitted as part of a request for authorization of clinical trials, particularly for those authorized in the European Economic Area. We retrieve, analyze and report data available at the Clinical Trial Office of the Italian Medicines Agency (AIFA), increasing the transparency and availability of relevant information. An analysis of quality documentation submitted along with clinical trials authorized by the AIFA in 2018 was carried out, focusing on the key terms “surfactant”, “nanomedicine” and “nanocarrier”. Results suggest potential indications and inputs for further reflection and actions for regulators to actively and safely drive innovation from a regulatory perspective and to transpose upcoming evolution of clinical trials within a strong regulatory framework.

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deBettencourt, Laurie U., and Sarah A. Nagro. "Tracking Special Education Teacher Candidates’ Reflective Practices Over Time." Remedial and Special Education 40, no. 5 (May 13, 2018): 277–88. http://dx.doi.org/10.1177/0741932518762573.

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Clinical teacher preparation programs often incorporate reflective practices to promote critical thinking and professional growth. The purpose of this study was to determine whether special education teacher candidates’ reflective abilities changed from repeated exposure to reflective practice as they completed two field experiences. We sought to analyze patterns in candidates’ reflective practices by investigating both types of and topics for reflection. Six initial certification candidates completed two clinical experiences and wrote 30 reflection journal entries. Entries were sampled and reviewed to determine both a reflective ability score and reflective practice patterns over time. Results from a one-way repeated measures analysis of variance indicated no change in special education candidates’ reflective ability over time. Candidates’ reflections were descriptive and focused mostly on themselves. Results suggest professional growth in reflective ability does not occur through maturation. Teacher educators need to consider supplementing reflective practices with learning supports to see substantive growth.

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Clarke, Victoria, and Virginia Braun. "Using thematic analysis in counselling and psychotherapy research: A critical reflection." Counselling and Psychotherapy Research 18, no. 2 (March 2018): 107–10. http://dx.doi.org/10.1002/capr.12165.

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Macartney, Michael J., John F. Cooper, and Pathmavathy Namasivayam. "Student Nurse Perceptions of Video Simulation and Critical Reflection for Developing Clinical-Reasoning Skills: A Cross Cohort Study." Student Success 12, no. 1 (March 15, 2021): 47–55. http://dx.doi.org/10.5204/ssj.1653.

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Clinical-reasoning (CR) provides a framework for higher-order critical thinking that fosters a nurse’s ability to assess, process and remedy clinical encounters and is considered essential for the provision of quality healthcare. This study aimed to determine whether student nurses regard the inclusion of video-simulation with critical-reflection as a valuable opportunity to develop their CR skills. An existing case-based assessment was redesigned to include short video-simulations where deliberate but subtle CR flaws were included, requiring students to identify strengths and weaknesses of their own CR process. Following completion of the assessment a modified student satisfaction and self-confidence Likert scale survey with open-ended questions was conducted to identify perceptions towards the assessment task. Incorporating video-simulation and critical-reflection was perceived as a useful opportunity to develop CR skills by student nurses. Albeit, students studying in a traditional three year Bachelor of Nursing cohort were more positive of the opportunity than their peers in a two year fast-track cohort.

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Wilson, A. "The experience of implementing an interprofessional research methods course for student health professionals of population health and clinical practice. Getting the right fit." Journal of University Teaching and Learning Practice 5, no. 2 (April 1, 2008): 84–100. http://dx.doi.org/10.53761/1.5.2.6.

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Purpose: This paper reports on the adaptation of an existing interpretive and critical research methods course in nursing for postgraduate student health professionals in a School of Population Health and Clinical Practice. Methods: A cyclical approach of inquiry, reflection and planning was undertaken by the teaching team to make changes to the existing course for implementation for the current and following academic year. Critical reflections from two student evaluations during the course contributed to the re-design. Main Findings: Two main findings emerged: (1) cross-disciplinary teaching teams can work successfully if there is true collaboration of stakeholders; and (2) it is feasible to conduct an effective interdisciplinary qualitative research methods course for student health professionals. Conclusions: Interdisciplinary research methods courses need to be structured so that students interact with each other to enhance their knowledge of other disciplines and value learning about other professional viewpoints and issues.

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Mazerolle, Stephanie M., and Thomas G. Bowman. "A Time for Reflection: Should We Reconsider the Direct Supervision Standard in Clinical Education?" Athletic Training Education Journal 12, no. 2 (April 1, 2017): 106–12. http://dx.doi.org/10.4085/1202106.

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Context: Educational reform is occurring again in athletic training. The profession, at this time, should reflect on the structure of clinical education, particularly with direct supervision. Clinical education plays a critical role in the development of future practitioners and should provide students with a chance to gain autonomous experience, with appropriate feedback and discourse. Objective: In this commentary, we discuss direct supervision and present an alternative model for supervision (graduated supervision) in athletic training. Background: Currently, there are concerns regarding the readiness of students to transition to independent practice. These trepidations are centered on the policies related to direct supervision and chances for students to gain autonomous experiences needed to prepare them to make clinical decisions. Synthesis: Graduated supervision may provide an alternative lens for athletic training to regulate clinical education, while facilitating experiences that can assist in student development and preparedness to transition into independent, credentialed patient care. Results: Athletic training supervision policies do not align with other health care professions, yet a major impetus for educational reform was founded on the premise that we should model our degree level more comparably. Recommendation(s): Programs should allow for supervision that encompasses a trusting relationship between preceptors and students. Supervision can be modified (more versus less constant interactions) based upon the students' performance, knowledge, and skills. Shifting the way supervision is implemented can still allow for ensuring patient and student safety, but also allow for students to become critical thinkers. Conclusion(s): Direct supervision policies should be updated to allow students to develop confidence, competence, and critical thinking abilities as well as to better align the athletic training profession with other health care programs.

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Hatherley, Katie, and Ellen Kitson-Reynolds. "A critical analysis of a tripartite clinical decision involving a student, midwife and client." British Journal of Midwifery 30, no. 12 (December 2, 2022): 706–12. http://dx.doi.org/10.12968/bjom.2022.30.12.706.

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Abstract Clinical decision-making is integral to contemporary healthcare. Midwives support and advocate for primarily healthy women throughout a life-altering transition, as set out in the code. They provide safe, evidence-based, compassionate and individualised care in partnership with women, to promote choice and shared decision-making. This critical reflection analyses a tripartite clinical decision, focusing on the hypothetico-deductive and dual processing models. This is an opportune time to reflect upon one's own practice, particularly in light of the Ockenden report, to ensure high professional standards are maintained collaboratively across all parties involved in a clinical decision.

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Burton, S. "A critical essay on professional development in dietetics through a process of reflection and clinical supervision." Journal of Human Nutrition and Dietetics 13, no. 5 (October 2000): 323–32. http://dx.doi.org/10.1046/j.1365-277x.2000.00249.x.

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Greenfield, Bruce H., Gail M. Jensen, Clare M. Delany, Elizabeth Mostrom, Mary Knab, and Ann Jampel. "Power and Promise of Narrative for Advancing Physical Therapist Education and Practice." Physical Therapy 95, no. 6 (June 1, 2015): 924–33. http://dx.doi.org/10.2522/ptj.20140085.

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This perspective article provides a justification for and an overview of the use of narrative as a pedagogical tool for educators to help physical therapist students, residents, and clinicians develop skills of reflection and reflexivity in clinical practice. The use of narratives is a pedagogical approach that provides a reflective and interpretive framework for analyzing and making sense of texts, stories, and other experiences within learning environments. This article describes reflection as a well-established method to support critical analysis of clinical experiences; to assist in uncovering different perspectives of patients, families, and health care professionals involved in patient care; and to broaden the epistemological basis (ie, sources of knowledge) for clinical practice. The article begins by examining how phronetic (ie, practical and contextual) knowledge and ethical knowledge are used in physical therapy to contribute to evidence-based practice. Narrative is explored as a source of phronetic and ethical knowledge that is complementary but irreducible to traditional objective and empirical knowledge—the type of clinical knowledge that forms the basis of scientific training. The central premise is that writing narratives is a cognitive skill that should be learned and practiced to develop critical reflection for expert practice. The article weaves theory with practical application and strategies to foster narrative in education and practice. The final section of the article describes the authors' experiences with examples of integrating the tools of narrative into an educational program, into physical therapist residency programs, and into a clinical practice.

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Finstad, Helga Helland. "‘A room with a view’ Emphasizing experiences." Journal of Practice Teaching and Learning 8, no. 2 (December 20, 2012): 44–57. http://dx.doi.org/10.1921/jpts.v8i2.364.

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This paper describes a study of how the phenomenon of reflection on experience contributes to development of practical knowledge. Reflection on experiences and reflective practice are frequent themes in research reports and within Health and Social Workers’ practice, as well as in different post-educational programmes in mentoring. Data were collected through two focus-group discussions with twelve mid-level leaders in Norway. In addition, the analysis was inspired by an interpretation drawing on hermeneutic phenomenology. The results show what a leader can adapt and learn from mentoring in a practical training programme, and how to use this mentoring to develop practical knowledge within the organisation. The study concluded that there is a need for mentoring in practice, a room for critical reflection on experience and practice within a health organization. Practitioners have to be critical and reflective on their judgment in action, or ethical dilemmas of clinical experiences that filter and mirror their practice.

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Pack, Margaret. "Defining moments in practice. Clinical supervision as a method of promoting critical reflection in fieldwork: A qualitative inquiry." Aotearoa New Zealand Social Work 23, no. 4 (July 8, 2016): 45–54. http://dx.doi.org/10.11157/anzswj-vol23iss4id150.

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In 2008, as coordinator and lecturer of a postgraduate allied mental health programme, I asked clinical supervisors and their supervisees who were completing the programme what their ‘most difficult’ practice scenario taken to supervision had been as part of a research project approved for ethics by Victoria University. Secondly, I asked clinical supervisees and clinical supervisors about how they had re- solved or dealt with this practice issue. The aim of the research was to determine if the self reflective and reflexive process described by Napier and Fook (2001) and Gardner (2009) was experienced by the social workers and occupational therapists completing their post- graduate studies. The results indicate that for students, through discussing complex and difficult cases in clinical supervision, they came to view their practice both more positively and more self reflectively and reflexively through engagement in clinical supervision. For supervisors, the most difficult scenarios for those who were the students’ line managers involved navigating a mixed role that balanced providing performance feedback in addition to clinical supervision. The implications for clinical supervision as the method of learning in fieldwork education are discussed.

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Titchener, Alison, Carolyn Dunford, and Lorna Wales. "A reflective case review: Relearning handwriting after a traumatic brain injury." British Journal of Occupational Therapy 81, no. 5 (January 30, 2018): 290–93. http://dx.doi.org/10.1177/0308022617752066.

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Statement of context A retrospective single case study reflecting on a child relearning handwriting following a traumatic brain injury as part of an inpatient neuro-rehabilitation programme. Applying evidence-based handwriting guidelines and comparisons with community experiences are explored. Critical reflection on practice Relearning to write following a traumatic brain injury showed dramatic improvements in 36 sessions over 12 weeks, supporting the evidence. Progress in this timeframe contrasts with clinical experiences of working with children’s community services. Implications for practice Whilst the literature on handwriting interventions does not include children with traumatic brain injury, following the recommendations was an effective intervention for this individual.

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Janssen, Anna L., Roderick D. MacLeod, and Simon T. Walker. "Recognition, reflection, and role models: Critical elements in education about care in medicine." Palliative and Supportive Care 6, no. 4 (November 13, 2008): 389–95. http://dx.doi.org/10.1017/s1478951508000618.

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ABSTRACTObjective:Medical education can be described as a socialization process that has a tendency to produce doctors who struggle to convey to patients that they care. Yet, for people who are suffering, to enjoy the quality of life they are entitled to, it is important that they feel cared for as people, rather than simply attended to as patients.Method:This article addresses how we teach medical students the art of caring for the person rather than simply treating the disease—a question particularly relevant to end-of-life care where, in addition to the physical needs, attention to the psychosocial, emotional, and spiritual needs of the patient is paramount. Following an overview of what it is to care and why it is important that patients feel cared for, we investigate how we learn to care and develop caring human relationships, describing the development and display of empathy in adulthood and the developmental impact of human interaction.Results:We outline evidence of situational barriers to effective education about care in medicine including role models, ward culture, and the socialization process.Significance of results:We then propose a model for medical education based on patient contact, reflection, self-care, role model development, and feedback that will see students learn the art of human care as well as the science of disease management.

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Solum, Eva Merethe, Veronica Mary Maluwa, Bodil Tveit, and Elisabeth Severinsson. "Enhancing students’ moral competence in practice." Nursing Ethics 23, no. 6 (August 3, 2016): 685–97. http://dx.doi.org/10.1177/0969733015580811.

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Background: Nurses and student nurses in Malawi often encounter challenges in taking a moral course of action. Several studies have demonstrated a need for increased awareness of ethical issues in the nursing education. Objective: To explore the challenges experienced by nurse teachers in Malawi in their efforts to enhance students’ moral competence in clinical practice. Research design: A qualitative hermeneutic approach was employed to interpret the teachers’ experiences. Participants and research context: Individual interviews (N = 8) and a focus group interview with teachers (N = 9) from different nursing colleges were conducted. Ethical considerations: Ethical approval was granted and all participants signed their informed consent. Findings: Two overall themes emerged: (1) authoritarian learning climate, with three subthemes: (a) fear of making critical comments about clinical practice, (b) fear of disclosing mistakes and lack of knowledge and (c) lack of a culture of critical discussion and reflection that promotes moral competence; and (2) discrepancy between expectations on learning outcome from nursing college and the learning opportunities in practice comprising three subthemes: (a) gap between the theory taught in class and learning opportunities in clinical practice, (b) lack of good role models and (c) lack of resources. Discussion: Our findings indicated that showing respect was a central objective when the students were assessed in practice. A number of previous studies have enlightened the need for critical reflection in nursing education. Few studies have linked this to challenges experienced by teachers for development of moral competence in practice. This is one of the first such studies done in an African setting. Conclusion: There is a clear relationship between the two themes. A less authoritarian learning climate may enhance critical reflection and discussion between students, teachers and nurses. This can narrow the gap between the theory taught in college and what is demonstrated in clinical practice. Moral competence must be enhanced in order to ensure patients’ rights and safety.

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Newnham, John. "To reflect or not? Reflective practice in radiation therapy." Journal of Radiotherapy in Practice 1, no. 3 (November 1999): 109–16. http://dx.doi.org/10.1017/s1460396999000199.

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Therapy radiographers may be empowered to contribute more freely to the multi-disciplinary professional team if they critically reflect on their inherent clinical knowledge and perspectives. Critical reflection may help radiographers articulate the rationale behind professional decisions and proposed evidence-based treatment planning and delivery protocols, and reveal knowledge embedded in practice. Documentation of professional reflection may yet become a cornerstone for continuing professional development. Despite a paucity of rigorous empirical investigation, ‘reflective practice’ has become focal in nursing education. Three concepts appear confused, ill defined or interchangeable in the literature: ‘reflective practice’, ‘reflection’ and the ‘reflective practitioner’. Debate continues into the value of ‘reflective practice’ as a system: it remains problematic, it is difficult to conceptualise, it appears to have no clear or universal definition and no certain framework or guidelines for its implementation. In reflecting on action there may be strong hindsight bias which may invalidate conclusions reached. There are doubts raised about the benefits of structured models to implement reflective practice. Belonging to such an empirically based profession, it may be that educators and clinical therapy radiographers incorporate only those elements of systematised ‘reflective practice’ that can be empirically demonstrated to be beneficial to the profession, and will result in improved patient outcomes. There is no compelling evidence yet that any systematised ‘reflective practice’ is inherently more beneficial to therapy radiographers than radiographers continuing to reflect as they do now, with or without documentation.

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Haji Seyed Abolghasem, Fatemeh, Juliana Othman, and Shanina Sharatol Ahmad Shah. "ENHANCED LEARNING: THE HIDDEN ART OF REFLECTIVE JOURNAL WRITING AMONG MALAYSIAN PRE-REGISTERED STUDENT NURSES." Journal of Nusantara Studies (JONUS) 5, no. 1 (January 30, 2020): 54–79. http://dx.doi.org/10.24200/jonus.vol5iss1pp54-79.

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Background and Purpose: Although the impact of reflective journal writing (RJW) on enhanced learning has a long history, studies on this pedagogical tool for enhanced learning are never exhausted. This study attempts to highlight enhanced self-directed learning through the use of reflective journal (RJ) among Malaysian diploma nursing students. Methodology: For this study, eight purposefully selected pre-registered student nurses (PRSN) from a public college contributed over 54 reflective journal entries over two months. Through a qualitative content analysis, the journals were analyzed using a model devised by Mezirow (1990) that was previously used by Kember (1999), Chirema (2007), and Kear (2013) to identify the students’ levels of reflection of content/descriptive, process/practical, and premise/critical reflection resembling Transformative Learning Theory (TLT). Findings: The findings suggested that RJ helps learners become in control of themselves from the early stage of a clinical environment. They expressed their appreciation towards collaborations and are grateful to be able to express their feelings and emotions of “fears” and “trust”. Further, they indicated their mindfulness to appreciate their levels of knowledge and skills through reflection upon the nursing tasks as they make themselves ready to be a future nurse. Furthermore, it was highlighted that feeling competent and being able to work independently and to make sound decisions would not be realized if they could not think critically from the initial stage of clinical environment. Contributions: This research confirms that PRSN become more self-directed and highly motivated to develop critical thinking to dispose for their better lifelong learning through the use of reflective journals. Keywords: Content reflection, levels of reflection, premise reflection, process reflection, reflective journal writing. Cite as: Seyed Abolghasem, F., Othman, J., & Ahmad Shah, S. S. (2020). Enhanced learning: The hidden art of reflective journal writing among Malaysian pre-registered student nurses. Journal of Nusantara Studies, 5(1), 54-79. http://dx.doi.org/10.24200/jonus.vol5iss1pp54-79

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Ling, Dong-Lan, and Hong-Jing Yu. "Critical emancipatory reflection on a practice-based issue in relation to the working relationship between doctors and nurses in China." Frontiers of Nursing 6, no. 1 (May 20, 2019): 5–11. http://dx.doi.org/10.2478/fon-2019-0003.

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Abstract Objective Reflection is viewed as the most significant skill and should be advocated for lifelong learning. In order to grasp the process of reflection and embrace the reflective skill, one of the authors of this paper reflects on a practice-based issue in relation to the communication between doctors and nurses, to gain new understanding and thus improve the authors’ clinical practice. Methods Smyth’s framework with four stages is utilized as an ideal framework to guide the author’s reflection on the practice-based issue to free the author from her entrenched assumptions and the oppressive forces that limit her practice. Results The espoused and enacted theory, together with the critical reflection theory, are used to explore the values and beliefs that essentially govern the author’s practice and how these are distinct from the author’s worldviews. Following this, critical emancipatory reflection is undertaken to explore the dominant power structures within the author’s workplace. Furthermore, given the hegemonic and chaotic working context of this issue, hegemony and symbolic interaction theory are applied to unearth the various hidden constraining and oppressive forces. Additionally, socialization theory is utilized to help the author achieve professional identity. Conclusions Reconstructing the practice-based issue empowers the author to realize that in the future, she should act as a reflective practitioner, creating a daily habit, staying alert to practice, seeing things freshly, finding support systems, improving communication skills, conducting reflective research, and reifying reflective practice. Ultimately, the author will be sufficiently equipped to be able to transform her practice and change its outcomes.

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Välimäki, Hannu S., Timo Pulli, and Kirsi Tappura. "Applying Total Internal Reflection Excitation and Super Critical Angle Fluorescence Detection to a Morphine Assay." Journal of Fluorescence 20, no. 5 (April 13, 2010): 1003–8. http://dx.doi.org/10.1007/s10895-010-0647-8.

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Laslett, Ben, and Mark Uphill. "An Online Intervention to Support Student-Athlete Mental Health: Implementation, Evaluation, and Critical Reflection." Case Studies in Sport and Exercise Psychology 4, S1 (January 1, 2020): S1–54—S1–61. http://dx.doi.org/10.1123/cssep.2019-0048.

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This study examined the influence of two interventions (therapeutic letter to self; values targeting) on student-athletes’ mental health using two variants of a single-subject design: a multiple-baseline single-subject design and a probe design. Four high-ability student-athletes (two males and two females) who competed in various sports (e.g., soccer and cycling) completed two preintervention measures (Mental Health Continuum Short Form; Clinical Outcomes Routine Evaluation 10) at baseline. These measures were then readministered after Intervention 1, Intervention 2, and at a 2-week follow-up using a probe design. Mental well-being (Short Warwick-Edinburgh Mental Well-Being Scale) was assessed every 2 days from start to finish using a multiple-baseline across-participants design. Data were analyzed via visual inspection methods, specifically, immediacy of effect, mean change, effect sizes, and percentage of overlapping data. Results indicated that two participants who completed the study (Nina and Tim) showed an increase in total mental health and a decrease in psychological distress from baseline to follow-up. Findings are discussed with respect to prior research and study limitations.

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Grealish, Laurie, and Lacey Anne Smale. "Theory before practice: Implicit assumptions about clinical nursing education in Australia as revealed through a shared critical reflection." Contemporary Nurse 39, no. 1 (August 2011): 51–64. http://dx.doi.org/10.5172/conu.2011.39.1.51.

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Levett-Jones, Tracy, Jean Gersbach, Carol Arthur, and Jan Roche. "Implementing a clinical competency assessment model that promotes critical reflection and ensures nursing graduates’ readiness for professional practice." Nurse Education in Practice 11, no. 1 (January 2011): 64–69. http://dx.doi.org/10.1016/j.nepr.2010.07.004.

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Deann-Valentine, Yvette. "Risk Assessment in the Post Anaesthetic Care Unit Using Critical Incident Analysis." British Journal of Anaesthetic and Recovery Nursing 3, no. 4 (November 2002): 3–7. http://dx.doi.org/10.1017/s1742645600001649.

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It is generally accepted that the theatre is a highly technical and complex environment where clinical risks need to be managed effectively to ensure safe practice and to limit liability and litigation. Although anaesthesia and post anaesthesia care has long been the focus of risk management, the potential for errors and adverse events remains high. When errors occur, it is important to analyse the causes, so that preventative measures can be taken and similar incidents do not reoccur. This article sets out to examine and evaluate the process of reflection using a critical incident approach. A model of reflective practice, as suggested by Johns [1996] has been used to structure this paper. A critical incident is described and key issues arising from it are discussed and reflected upon. This incident was chosen because important clinical and risk management issues were highlighted.

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Milton, Damian Elgin Maclean, Susy Ridout, Marianthi Kourti, Gillian Loomes, and Nicola Martin. "A critical reflection on the development of the Participatory Autism Research Collective (PARC)." Tizard Learning Disability Review 24, no. 2 (April 1, 2019): 82–89. http://dx.doi.org/10.1108/tldr-09-2018-0029.

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Purpose The Participatory Autism Research Collective (PARC) was initially set up with the purpose of bringing autistic people, including scholars and activists (but not exclusively), together with early career researchers and practitioners who work with autistic people, with the aim being to build a community where those who wished to see more significant involvement of autistic people in autism research could share knowledge and expertise. This paper aims to discuss this issue. Design/methodology/approach This paper explores the development of the PARC network, reflecting upon its activities and ethos within current higher education practices and structures. Findings In supporting autistic individuals in their attempts to establish themselves within academic systems that may not always be considerate or accommodating, the existence of PARC creates a structure with which autistic people can influence social change. PARC serves as a network of support, strengthening the presence of autistic scholars in academia. It also provides a structure through which autistic people are able to demonstrate helpful practices with which to engage more broadly. Originality/value The PARC network is the first autistic-led venture of its kind in the UK to have a sustained impact. PARC is growing to become an important element in the field of autism studies both by supporting emerging autistic academics and by promoting ethical and participatory research methods and practices.

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Woods, Michelle, and Giuliana Murfet. "Australian Nurse Practitioner Practice: Value Adding through Clinical Reflexivity." Nursing Research and Practice 2015 (2015): 1–14. http://dx.doi.org/10.1155/2015/829593.

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The role of the Australian Nurse Practitioner (NP) is in its infancy and at a crossroads where extensive research demonstrates effective quality care and yet the role remains underrecognised and underutilised. The translation of practice into “value” is critical for the sustainability of NP roles and requires the practitioner to adopt a systematic method of inquiry. Kim’s (1999) “Critical Reflective Inquiry” (CRI) method was adapted by two Australian NPs who specialise in diabetes and chronic disease management. Kim highlights the intent of CRI as understanding the meaning of practice, delivering improvements to practice through self-reflection, and the critique of practice that can lead to practice changes and development of new models of care translated to “products” of value. Based on the thematically analysis of 3 years of CRI application, the authors formed 5 headings that represented the NP’s practice as Specialised Care Access, Complications and Diagnostics Interventions, Pharmaceutical Treatment, Vulnerable Populations, and Leadership. The utility of CRI demonstrates how NP practice is integral to a continuous cycle of addressing health care services gaps, and the conversion of “products” into “value” and positions the NP to assimilate the role of the practitioner-researcher.

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Lewis, Nicole, and Venise Bryan. "Andragogy and teaching techniques to enhance adult learners’ experience." Journal of Nursing Education and Practice 11, no. 11 (July 15, 2021): 31. http://dx.doi.org/10.5430/jnep.v11n11p31.

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Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

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Marzi, Andrea, Gregorio Hautmann, and Sandra Maestro. "Critical reflections on intersubjectivity in psychoanalysis." International Journal of Psychoanalysis 87, no. 5 (October 2006): 1297–314. http://dx.doi.org/10.1516/6cx5-u4gq-807y-xtf2.

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Faria-Schützer, Débora Bicudo de, Fernanda Garanhani Surita, Vera Lucia Pereira Alves, Rodrigo Almeida Bastos, Claudinei Jose Gomes Campos, and Egberto Ribeiro Turato. "Seven steps for qualitative treatment in health research: the Clinical-Qualitative Content Analysis." Ciência & Saúde Coletiva 26, no. 1 (January 2021): 265–74. http://dx.doi.org/10.1590/1413-81232020261.07622019.

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Abstract Qualitative Health research procedures that are not always applied, mainly in the analysis phase. Our objective is to present a systematized technique of step-by-step procedures for qualitative content analysis in the health field: Clinical-Qualitative Content Analysis. Our proposal consider that the qualitative research applied to the field of health, can acquire a perspective analogous to clinical practice and aims to interpret meanings expressed in reports through individual interviews or statements. This analysis takes part of the Clinical-Qualitative Method. The literature review was realized through: a book chapter, eight original articles and three methodological articles. The Clinical-qualitative Content Analysis technique comprises seven steps: 1) Editing material for analysis; 2) Floating reading; 3) Construction of the units of analysis; 4) Construction of codes of meaning; 5) General refining of the codes and the Construction of categories; 6) Discussion; 7) Validity. The clinical-qualitative analysis presupposes and involves a critical reflection on the processes carried out at each step. This reflection is an extremely rich process, if carried out collectively and in dialogue with other researchers with some proficiency in qualitative methods.

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Journal articles on the topic 'Clinical and critical reflection'

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