Educating for Reflective Practice

Tate, Sylvina

doi:10.1089/107555303322524634

Cited by 9 publications

(13 citation statements)

References 4 publications

(4 reference statements)

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“…Critical reflection encourages students to learn from experience and helps them to understand the complexities of the therapeu-tic encounter. 17 Practitioners must be sensitive toward individuals' transformative processes and must help to create an environment in which transformation can occur.…”

Section: Discussionmentioning

confidence: 99%

Supporting the Transformative Process: Experiences of Cancer Patients Receiving Integrative Care

Mulkins¹,

Verhoef

2004

Integr Cancer Ther

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Purpose. The purpose of this study is to describe the essential features of the transformative experience among people living with cancer who are seeking integrative care and to identify factors supporting this process. It is hoped that after establishing the nature and meaning of this change or shift, one will better understand what is most meaningful in terms of providing appropriate care and support to patients seeking integrative care. Study Design. An interpretational, qualitative approach guided sampling, data collection, and analysis with 11 individuals. A purposeful sample was drawn from selected integrative care facilities according to sociodemographics and type of cancer. Due to the complexity of this subject, second interviews were conducted with 5 participants to enhance the richness and validity of the data. Results. The experience of transformation is a dynamic 4-stage process in which participants learned about themselves and became more aware of who they are and how they relate to the world. Participants found that 4 dimensions of integrative medicine played a fundamental role in supporting this process. These dimensions include (1) having access to a range of appropriate therapies to support individual journeys, (2) care that focuses on one's overall well-being, (3) control over cancer management, and (4) developing healing relationships with care providers. Conclusion. Although practitioners may not be able to create transformative experiences for patients, they may be able to establish and maintain conditions that support this process.

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Section: Discussionmentioning

confidence: 99%

Supporting the Transformative Process: Experiences of Cancer Patients Receiving Integrative Care

Mulkins¹,

Verhoef

2004

Integr Cancer Ther

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“…9,11,36,37,39,92,93 Furthermore, research supports teaching and facilitating reflective practice in health professions education to develop students' understanding of its application for clinical practice. 94 The results of our study provide evidence for the positive impact that integrating varied, structured reflective practice activities into the curriculum has on the reflective-thinking ability of students.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

Lucas

Bosnic‐Anticevich

Schneider

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To determine the effectiveness of integrating reflective practice activities into a secondyear undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self-and peer reflection. Assessment. Student responses (n5214) to the adapted Kember et al 1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice.Keywords: pharmacy curriculum, reflective practice, reflective thinking, experimental crossover design, pharmacy teaching INTRODUCTIONReflective thinking and learning capacity is regarded as an essential attribute in the health professions to link theory with application and to address the challenges that arise in clinical practice. [2][3][4][5][6][7][8] However, evidence to support the integration of these skills and curricular innovations in health education remains largely theoretical.2 Furthermore, evidence of integration of reflective practice teaching and learning modules into curriculum is scant.Reflective practice is an umbrella term used to describe the professional strategy to constantly improve one's practice. 5 It is a cognitive process of understanding and evaluating the meaning of an experience within the context of one's previous experience, previous and existing knowledge, firmly held beliefs, and assumptions. 9,10 Through reflective practice, professionals continue to critique their skills, performance, outcomes, and behavior. It can be argued that constant critiquing of practice, upgrading skills and performance, and/or changing behavior, allows for better informed decisions and clinical judgments, 11 thus enabling improvement for future practice. 5,6,12,13 Integrating reflective practices into health education settings can enhance self-reflection 6 and fundamental reflective thinking ability.14 Integrating reflective learning activities may also assist with bridging pharmaceutical theory to the complexities of pharmacy practice. 7,10,[23][24][25][26][27][28][29][30][31][32] Subsequently, enhanced reflective thinking skills may better prepare students for the challenges that may arise in future clinical practice.Moreover, adopting reflective learning and thinking skills may enhance deep learning and develop metacognitive ability. 21 Enhancing metacognitive ability of pharmacy students can assist with imp...

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“…The stages of self-monitoring include reflection on and assessment of one's own performance in a continuous cycle [1]. These activities are the cornerstones of reflective practice, which is essential to learning from one's experience [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

“…It can be viewed as thinking about one's own actions, whether a positive or a negative interaction, to make sense of practice. It is a practice of analysing performance at a deep level [2,3,11,12,17,18]. The CAMRT, under the principles of the standards of practice, defines it as ''engaging in critical self-assessment and reflection to critique, develop and monitor one's professional practice and improve patient care, a key to competency'' [5].…”

Section: Introductionmentioning

confidence: 99%

The Undergraduate Medical Radiation Science Students' Perception of Using the e-Portfolio in Their Clinical Practicum

Bradley

Schofield

2014

Journal of Medical Imaging and Radiation Sciences

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Educating for Reflective Practice

Abstract: This paper describes the reflective practice approach adopted at the University of Westminster School of Integrated Health and shows how critical reflection can be incorporated into the complementary therapies undergraduate curriculum.

Cited by 9 publications

References 4 publications

Supporting the Transformative Process: Experiences of Cancer Patients Receiving Integrative Care

Supporting the Transformative Process: Experiences of Cancer Patients Receiving Integrative Care

The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum

The Undergraduate Medical Radiation Science Students' Perception of Using the e-Portfolio in Their Clinical Practicum

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