Enabling honest reflection: a review

Gostelow, Naomi; Gishen, Faye

doi:10.1111/tct.12703

Cited by 13 publications

(12 citation statements)

References 12 publications

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“…The findings of this integrative review identified these benefits were associated with managing and problem‐solving stressful situations, examining therapeutic relationship barriers, problem‐solving practice issues and recognizing personal values. These categorizations of reflection fit with general aims of reflection in healthcare practice which identify a purpose of developing a greater understanding of the self and the situation, promoting a culture of empathy and supporting compassionate care (Gostelow & Gishen, ). Reflection and the time for reflection was overwhelmingly perceived to be connected to effective CS, although some studies identified a view that reflection could occur through an effective peer support mechanism.…”

Section: Discussionmentioning

confidence: 81%

Factors influencing adequate and effective clinical supervision for inpatient mental health nurses' personal and professional development: An integrative review

Howard

Eddy‐Imishue²

2020

Psychiatric Ment Health Nurs

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Accessible summary What is known on the subject CS was developed to give healthcare professionals a space to reflect, problem solve and recognise their own practice. It is different from managerial supervision as it is for the benefit of the individual staff member's personal and professional development firstly, but can potentially benefit the quality of care delivered by the organisation. There have been a range of problems associated with inpatient mental health nurses' engagement in CS and in experiencing the benefits of CS. This is concerning for the delivery of high quality care and the recruitment and retention of inpatient mental health nurses. What this paper adds to existing knowledge This paper explores and identifies factors influencing adequate and effective CS for inpatient mental health nurses' personal and professional development. It identifies 6 themes incorporating enablers and barriers for inpatient mental health nurses' CS which lead to practice recommendations for improvement. What are the implications for practice This paper advocates a needs analysis to improve access to CS for inpatient mental health nurses. This review specifically adds further knowledge relating to inpatient mental health nurses' engagement with CS which the application of the needs analysis could influence. Abstract IntroductionClinical supervision (CS) has been recognized as a reflective mechanism in inpatient mental health nursing practice; however, it remains unclear what adequate and effective supervision entails for inpatient mental health nurses. AimTo explore factors which influence adequate and effective clinical supervision for inpatient mental health nurses' personal and professional development. MethodWhittemore and Knafl's model for ensuring rigour was utilized. This included stages to address problem identification, literature searching, data evaluation, data analysis and presentation. Seven electronic databases were searched with hand searching/Internet searching. Fourteen retrieved articles were selected and appraised using the Mixed Method Appraisal Tool (MMAT). The data extracted from the papers were analysed thematically. ResultsThe review synthesis resulted in identifying six themes: (a) what makes CS effective; (b) reflection; (c) the facilitation of professional identity and knowledge through CS; (d) participation; (e) knowledge and understanding of CS; and (f) the facilitation of personal awareness and coping. DiscussionThis review adds further knowledge on the identification of effective CS for inpatient mental health nurses as a defined occupational healthcare group. Implications for practiceA suggested needs analysis is presented to improve access to CS options with the aim of promoting effective CS and increased engagement.

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Section: Discussionmentioning

confidence: 81%

Factors influencing adequate and effective clinical supervision for inpatient mental health nurses' personal and professional development: An integrative review

Howard

Eddy‐Imishue²

2020

Psychiatric Ment Health Nurs

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“…Gostelow and Gishen define reflection as a "metacognitive process that occurs before, during, and after situations with the purpose of developing a great understanding of both the self and the situation." 1 The ability to think reflectively is an essential skill in the health professions for both foundational and life-long learning. 2 Reflecting on didactic and clinical experiences can help foster self-understanding, facilitate coping, and lead to improvement in clinical practices.…”

Section: Introductionmentioning

confidence: 99%

Reflective writing in dental education to improve critical thinking and learning: A systematic review

Woldt

Nenad

2021

Journal of Dental Education

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The Commission on Dental Accreditations states that "graduates must be competent in the use of critical thinking and problem-solving." With this in mind, dental education programs continually strive to enhance and deepen these skills by incorporating effective instructional strategies into the curriculum. To do this, predoctoral dental education has used a variety of techniques including problembased learning, OSCEs, and standardized patient activities. Another technique, while less popular but potentially more effective if done well, is reflective writing. This study aimed to assess the effect of reflective writing on students' critical thinking skills and learning in dental education programs. Two database searches conducted between 2000 and 2019 resulted in 317 articles after the initial screening. Ultimately, 13 articles met inclusion criteria. The following recurring factors were identified for inclusion in dental education reflective writing initiative: reflective writing interventions, reflective writing instructions, writing prompts, evaluation frameworks, and negative perceptions of reflective writing. In answering the key aim of this review, 12 of the 13 studies determined that reflective writing had a positive impact on students' critical thinking, judgment, and/or learning. Key findings included positive effects on student growth in reflection, learning through reflective writing, reflection skills, self-assessment, critical thinking, clinical reasoning, problem solving, and motivation to change after evaluated experiences. The review indicated that dental education programs, which implemented reflective writing as an assessment tool within the curriculum as a means of developing and deepening critical thinking skills and learning were by and large successful in this effort.

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“…1 Without question, improper management and care of an exertional heat stroke (EHS) patient can lead to increased risk of morbidity and mortality, thus necessitating the adoption and implementation of current standards of care for the recognition and management of EHS. [2][3][4] With a focus on the primary care physician in this article, the authors discuss the onsite treatment of EHS (for example, during a mass participation event such as a road race) and subsequent care following the event. Within the section on EHS treatment, there are a few concerns that must be addressed.…”

Section: Management Of Exertional Heat Strokementioning

confidence: 99%

“…1 Reflective practice is an essential activity for healthcare professionals and should be an integral part of all aspects of healthcare delivery, as it aids the development of professionalism by facilitating lifelong learning and can reduce diagnostic errors. 2 Reflective writing can help to process emotions, improve mood, prevent burnout, and improve the patient's care. 3 Clinical reflection is not developed spontaneously and therefore is an essential part of the curriculum development.…”

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confidence: 99%

Clinical reflection: part of being a good doctor and a necessary ingredient for high-quality patient care, and lifelong learning

Klemenz¹

2018

Br J Gen Pract

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One sunny April day in 2014 we knocked on the cottage door. We had arranged to see Julian Tudor Hart but his wife Mary told us he was not well. 'But wait a minute', she said.'Yes', it was OK to come in. Julian was in pain from sciatica and rather fed up. However, he roused himself and within moments the conversation was flowing. As it then did over lunch and all afternoon.He was then 87 and had spent most of his working life at Glyncorrwg Health Centre, in a former mining valley in South Wales. His leftwing lay deep and he stood unsuccessfully for parliament three times as a Communist Party candidate. Although personally charming, considerate, and hospitable, he still was fiercely opposed to politicians whom he thought were betraying ordinary people.We ranged over his considerable research, the 'Inverse Care Law' being the prime example. By his life he showed that it was possible to combine daily practice with substantial academic work. In 2006, he was awarded the inaugural Discovery Prize by the RCGP as 'a general practitioner who has captured the imagination of generations of GPs with his groundbreaking research'. He was respected by those who held very different views from his own, and in turn freely admitted learning from those who opposed him.Retirement for Julian was clearly not inactivity and his passion never faltered as we talked. Inevitably the time to leave drew near and we admired the view over the Gower from his window. We broached the question of why the glorious creation we see can be evidence for a Divine Creator. And Julian, deeply convicted socialist that he was, surprised us by his answer. 'I am closer than you think.' Julian Tudor Hart had a vast influence on others personally, medically, politically, and academically. He showed us how fruitful a dedicated life can be, even a mere practising GP.

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Enabling honest reflection: a review

Cited by 13 publications

References 12 publications

Factors influencing adequate and effective clinical supervision for inpatient mental health nurses' personal and professional development: An integrative review

Factors influencing adequate and effective clinical supervision for inpatient mental health nurses' personal and professional development: An integrative review

Reflective writing in dental education to improve critical thinking and learning: A systematic review

Clinical reflection: part of being a good doctor and a necessary ingredient for high-quality patient care, and lifelong learning

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