Evaluation of a reflective learning intervention to improve critical thinking in novice nurses

Forneris, Susan G.; Peden‐McAlpine, Cynthia

doi:10.1111/j.1365-2648.2007.04120.x

Cited by 109 publications

(74 citation statements)

References 43 publications

(42 reference statements)

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“…15 Similarly, athletic training preceptors often use a variety of teaching strategies with their students in the clinical setting, including hands-on activities and asking a variety of clinical questions. 13 Additionally, clinical case discussions, 16 encouraging student reflection, 17 and questioning have been used as methods of developing critical thinking skills. 18 Providing preceptors with specific strategies to help develop their students' critical thinking skills could help them better understand the techniques they already incorporate into their clinical teaching and provide additional methods for developing students.…”

Section: Teaching and Learning In The Clinical Settingmentioning

confidence: 99%

“…[16][17][18] Preceptors can guide discussions about patient cases with their students, 16 as well as pose questions regarding those cases that encourage students to analyze the information and come to a decision. 18 One suggested method for facilitating discussion between preceptor and student is the One-Minute Preceptor method.…”

Section: Teaching and Learning In The Clinical Settingmentioning

confidence: 99%

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Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Hankemeier

Kirby

Walker

et al. 2017

Athletic Training Education Journal

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Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs.Objective: To examine preceptors' perceived learning needs regarding preceptor development and determine if differences occur based on preceptor characteristics.Design: Cross-sectional.Setting: Online survey platform Qualtrics.Patients or Other Participants: Seventy-nine preceptors (31.66 6 8.63 years, male ¼ 32, female ¼ 47, years certified ¼ 9.46 6 8.27, years as preceptor ¼ 6.08 6 5.88) affiliated with professional programs in National Athletic Trainers' Association District 4.Main Outcome Measure(s): The Preceptor Needs Assessment included 5 sections (Teaching and Learning in the Clinical Setting, Evaluating Students, Communication, Student Development, and Mentorship). Preceptors were asked to rate topics in each section on their perceived level of helpfulness (1 ¼ not helpful, 2 ¼ somewhat helpful, 3 ¼ very helpful) if they were to be included in a preceptor development session. Descriptive statistics (ie, means) were used to examine the data, and differences in perceived needs based on demographic characteristics were assessed with v 2 analysis. Statistical significance was set a priori at P .05.Results: Topics in evaluating students (2.39 6 0.47) and teaching and learning in the clinical setting (2.38 6 0.41) were rated most helpful and concepts in mentorship (2.13 6 0.59) least helpful. No significant differences in perceived helpfulness of any topics were noted in relation to participant characteristics, including years as a preceptor, clinical setting, and educational background (P . 0.05).Conclusions: Learning needs of preceptors do not appear to be based on years of experience, clinical setting, or educational background. Athletic training programs should aim to offer preceptor development related to teaching and learning in the clinical setting while specifically providing guidance on developing students' critical thinking skills and teaching clinical decision making.

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Section: Teaching and Learning In The Clinical Settingmentioning

confidence: 99%

Section: Teaching and Learning In The Clinical Settingmentioning

confidence: 99%

Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Hankemeier

Kirby

Walker

et al. 2017

Athletic Training Education Journal

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“…At the end of a case study undertaken in a clinical setting aimed at evaluating a reflective practice intervention with six dyads composed of a novice nurse and a tutor, Forneris and Peden-McAlpine observed that novice nurses had developed critical thinking abilities. It would appear, then, that reflective practice could be used to develop certain skills necessary for nursing practice [22] .…”

Section: Literaturementioning

confidence: 99%

Reflective practice among nurses working in a teaching hospital: An action research with promising benefits for professional development

Dubé

Ducharme

2014

JNEP

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Background/objectives: Education and professional development are becoming major issues for the nursing profession, which must adapt to new knowledge in the field of health and aging. This study aimed at developing, field-testing and evaluating the benefits of a reflective practice intervention with nurses caring for hospitalized elders. Method:Based on the Theory of Human Caring and on the Model for Structured Reflection, the study was carried out using an action research approach. Upon completing the reflective practice intervention, the nurses were invited to describe the nursing knowledge and skills that they developed, as well as their perception of reflective practice as a means of improving their professional practice. The study was conducted with 22 nurses working in a teaching hospital. The reflective practice intervention comprised eight thematic workshops each lasting 75 minutes, held at intervals of three weeks, combined with assigned readings and individual exercises. Qualitative data were collected through open-ended questionnaires and focus groups. These data were subjected to thematic content analysis.Results: Results show that nurses developed different skills required in reflective practice, including introspection, open-mindedness, communication and critical analysis. The participants recognized that the reflective practice intervention allowed them to develop empirical, ethical, esthetic, personal and emancipatory knowledge. Moreover, they perceived reflective practice intervention as a means of improving their professional practice as it encouraged breaking established care routines and fostered the integration of best practices. Conclusion:This study demonstrates the potential of a reflective practice intervention in a clinical setting as a novel professional development approach that valorizes nurses' experiences and allows the introduction of interventions based on best practice guidelines.

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“…In summary, reflection has been shown to benefit nursing practices (Forneris & Peden-McAlpine, 2007;Freshwater, 2008;Glasson et al, 2006;Taylor, 2006;Taylor et al, 2008a can be examined and explored within the contexts of care. By encouraging nurses to use reflective processes in their practice, they can be supported to identify their attitudes, influences, experiences and concerns, for example, in end of life care in residential aged care facilities, while establishing a foundation on which they can examine future care for the dying.…”

Section: Reflection In Nursingmentioning

confidence: 99%

Dying in a rural residential aged care facility: An action research and reflection project to improve end‐of‐life care to residents with a non‐malignant disease

Rowley

Taylor

2011

Int J of Nursing Practice

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Rowley, J 2010, 'Dying in a rural residential aged care facility: an action research and reflection project to improve end of life care to residents with a non-malignant disease ', PhD thesis, Southern Cross University, Lismore, NSW. THESIS DECLARATIONI certify that the work presented in this thesis is, to the best of my knowledge and belief, original, expect as acknowledged in the text, and the material has not been submitted, either in whole or in part, for a degree at this or any other University. Special thanks, is reserved for my husband Greg, whose loving, extensive support helped me to achieve completion. In addition, to our children Dylan and Amber, who lovingly supported me throughout this journey.This thesis is dedicated to the memory of my father, Donald Raymond Riley.iii ABSTRACT This qualitative research explored end of life care provided to people dying with a non malignant disease in two Australian rural, residential aged care facilities.Residential aged care facilities provide end of life care for many people dying from non malignant diseases. The illness trajectory in non malignant diseases can be difficult to predict and symptom management can be challenging.Further, as the Australian population ages, the demand for optimal end of life care for frail, older people is anticipated to increase. Therefore, this study aimed to explore issues as identified by nurses and relatives of residents dying from a non malignant disease in order to examine ways in which nurses can provide nursing care that maximises the likelihood of a good death, identify the barriers nurses perceive to prevent optimal end of life care to dying residents, and explore the relationships between nurses and relatives of the dying resident, with the intention of improving care.Following ethical clearance, 14 aged care staff overall within both facilities were recruited to the project. Participants included Registered Nurses, Enrolled Nurses, Assistants in Nursing and other aged care staff personnel, all of whom were in a carer relationship with a dying resident. In addition, eight relatives of dying residents were interviewed, using individual, face to face, semi structured interviews.Taylor's (2006) 13 step action research and reflection method was incorporated into five main phases, including foundation building, reflection on practice iv stories, identifying thematic concerns, action plan creation, implementation and critical reflection. In both facilities, group meetings were held weekly for up to 19 weeks. Data were gathered using combinations of reflective drawing, practice stories, interviews and surveys.Relatives' interview transcripts were incorporated into the nurses' group meetings, so that end of life care issues of importance to relatives were shared, with the intention of assisting the nurses to examine the nature of aged care nursing and relationships that occur with relatives of the dying resident. This project demonstrated that it is possible to establish a working relationship with aged care nurses, with no prio...

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Evaluation of a reflective learning intervention to improve critical thinking in novice nurses

Abstract: Used as a reflective practicum, contextual learning can be a model of clinical learning in nursing education that develops the contextual, reflective nature of critical thinking.

Cited by 109 publications

References 43 publications

Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Reflective practice among nurses working in a teaching hospital: An action research with promising benefits for professional development

Dying in a rural residential aged care facility: An action research and reflection project to improve end‐of‐life care to residents with a non‐malignant disease

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