Designing and implementing reflective practice programs – Key principles and considerations

This paper reports on an educational evaluation study that sought to identify key principles that could inform the design and implementation of undergraduate nursing reflection programs and thereby enhance the potential that nursing students will develop sound reflective practice. Semi-structured in...

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Bibliographic Details
Published in:Nurse education in practice 2014-05, Vol.14 (3), p.265-270
Main Authors: Parrish, Dominique R., Crookes, Kay
Format: Article
Language:English
Subjects:
Adult
Attitude of Health Personnel
Australia
Clinical Competence
Curriculum
Data Analysis
Education, Nursing, Baccalaureate - organization & administration
Educational evaluation
Educational Measurement
Feedback
Female
Humans
Implementation
Learning
Male
Nurses
Nursing
Nursing Education Research
Nursing Students
Practice nursing
Principles
Professional practice
Program Development
Program Evaluation
Reflection
Reflective practice
Skills
Students, Nursing - psychology
Teaching methods
Thinking
Undergraduate curriculum
Undergraduate students
Undergraduate Study
Validation
Young Adult
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Summary:This paper reports on an educational evaluation study that sought to identify key principles that could inform the design and implementation of undergraduate nursing reflection programs and thereby enhance the potential that nursing students will develop sound reflective practice. Semi-structured interviews were conducted with nursing graduates to explore their perceptions of an undergraduate Bachelor of Nursing reflection subject and explicate the factors that could enhance the implementation of this subject. Subsequent validation and refinement of these factors was managed by correlating the factors with students' qualitative feedback, gathered through a formal subject evaluation of the undergraduate reflective practice subject. The correlation analysis, ascertained three principles that are posited as highly significant in the design and implementation of undergraduate reflective practice nursing programs. These principles, which are explained in this paper, despite being conceptualised in an Australian University have relevance and are appropriate across national and discipline boundaries and could be used in the design and implementation of any reflection subject, particularly those in undergraduate programs.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2013.08.002