Guided reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy

Donaghy, Marie; Morss, Kate

doi:10.1080/095939800307566

Cited by 86 publications

(71 citation statements)

References 9 publications

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“…Most felt they were supported when caring for people with cancer. This finding may be indicative of the wider recent educational philosophy which introduced the use of reflective practice' in curricula of health professionals as well as clinical supervision and mentorship in clinical placements (Donaghy and Morss, 2000;Grant, 2002). These changes in educational and clinical practice may be seen as having a positive and profound impact in the way health care professionals approach their work currently.…”

Section: Adequacy Of Educational Input and Support Receivedmentioning

confidence: 91%

Preparation for cancer care: Perceptions of newly qualified health care professionals

Copp

Caldwell

Atwal

et al. 2007

European Journal of Oncology Nursing

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SummaryThe present paper is derived from a larger survey which examined the perceptions of recently qualified health care professionals' experience on evidence-based practice, team working and cancer care. This study reports solely on the findings relating to cancer care. The perceptions of recently qualified professionals in relation to their initial educational input on issues such as confidence, anxiety, communication skills and practice in cancer care as well as adequacy of support, professional supervision and use of reflection were gathered using a cross-sectional postal survey design. A total of 50 graduates from each professional category in nursing, occupational therapy, physiotherapy, and social work were sampled yielding a total sample of 200. Eighty-five questionnaires were returned yielding a response rate of 43%. Twenty-eight (33%) respondents stated that they were currently involved in working with people with cancer. These were as follows: 5 nurses, 8 physiotherapists, 9 occupational therapists and 6 social workers. Despite the low response rate, the findings suggest that health care professionals' educational input and experiences of working with people with cancer were overall positive; for example, in the respondents' confidence, communication skills, decrease in anxiety and application of knowledge gained in classroom to professional practice. Moreover, most respondents learnt about caring for cancer patients through practice rather than classroom teaching. A high percentage (i.e. 64%;18) across all groups felt supported when caring for people with cancer and reported receiving professional supervision as well as being able to actively reflect on their practice. The implications for education and practice were discussed particularly as there have been few studies conducted in relation to the specific needs and collaborative learning of these health care professional groups.

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Section: Adequacy Of Educational Input and Support Receivedmentioning

confidence: 91%

Preparation for cancer care: Perceptions of newly qualified health care professionals

Copp

Caldwell

Atwal

et al. 2007

European Journal of Oncology Nursing

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“…The focus of these studies included an analysis of reflective practice in educational design, evaluation and assessment; a thematic analysis of the literature with respect to theory building; or the definition of reflective practice in relation to beliefs, attitudes and behaviours. Relevant discussions and other review articles were also considered but were not included in this umbrella review [36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51]. Objective: A systematic review to assess use of portfolios in undergraduate education.…”

Section: Description Of Studiesmentioning

confidence: 99%

Reflective Practice in Healthcare Education: An Umbrella Review

Fragkos

2016

Preprint

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Reflection in healthcare education is an emerging topic with many recently published studies and reviews. This current systematic review of reviews (umbrella review) of this field explores the following aspects: which definitions and models are currently in use; how reflection impacts design, evaluation and assessment; and what future challenges must be addressed. Nineteen reviews satisfying the inclusion criteria were identified. Emerging themes include the following: reflection is currently regarded as self-reflection and critical reflection, and the epistemology-of-practice notion is less in tandem with the evidence-based medicine paradigm of modern science than expected. Reflective techniques that are recognised in multiple settings (e.g., summative, formative, group vs. individual) have been associated with learning, but assessment as a research topic is associated with issues of validity, reliability and reproducibility. Future challenges include the epistemology of reflection in healthcare education and the development of approaches for practising and assessing reflection without loss of theoretical background.

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“…1,3 We align ourselves with Donaghy and Morss's definition of reflection as engagement in critical analysis and evaluation of experience using higher-order intellectual and affective processes to lead to new understandings of optimal ways to think about clinical situations. 4 As part of our formal Master of Physical Therapy (MPT) Program Evaluation, students wrote three-page reflective journals on a critical learning incident 5 after their second junior (end of the first academic year, 5 weeks), intermediate (November/ December of the second academic year, 6 weeks), and final senior (May/June of the second academic year, 6 weeks) clinical experiences. Other components of the programme evaluation included longitudinal examination of critical thinking abilities, attitudes about research, and self-evaluations of professional behaviours; these aspects are beyond the scope of this paper.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Professional Socialization of Canadian Physical Therapy Students: A Qualitative Investigation

Bartlett

Lucy²,

Bisbee³

et al. 2009

Physiotherapy Canada

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Purpose: To understand the professional socialization of physical therapy (PT) students. Method: Forty-two students enrolled in our newly developed master's degree programme wrote three-page reflective journals on a critical learning incident after each of three selected clinical experiences. The journals were coded and analyzed, and major themes were identified and described. A separate cohort of 44 students participated in focus groups after the same three clinical experiences to check the trustworthiness of the results. Results: Following the first placement, the main themes coded were emotions, self-confidence, professionalism in the real world, communication, and learning by doing. After the intermediate placement, major themes were idealism versus realism, depth of communication with clients, and breadth of communication with family members and colleagues. Aspects of clinical learning were variable, and self-confidence remained an issue. After the final placement, most students were deeply engaged with their clients and self-confidence had developed to the point of self-efficacy. Tensions increased between the concept of ideal practice and the pragmatics of actual practice, and the concept of self as proté gé (rather than as object of the supervisor's evaluation) emerged. The themes were subsequently assembled in a booklet with representative quotations. Conclusion: These results contribute to foundational knowledge required by PT educators, including clinical instructors, by explicitly describing the professional socialization of PT students.Key Words: physical therapy students, professional socialization, qualitative investigation RÉ SUMÉObjectif : Comprendre la socialisation professionnelle des é tudiants en physiothé rapie. Me´thodologie : Quarante-deux é tudiants inscrits à notre nouveau programme de maîtrise ont é crit un journal de ré flexion de trois pages sur un incident d'apprentissage critique aprè s chacune de trois expé riences cliniques choisies. Les journaux ont é té codé s et analysé s et des thè mes principaux ont é té identifié s et dé crits. Afin de vé rifier la fiabilité des ré sultats, une cohorte distincte de 44 é tudiants a participé à des groupes de discussion aprè s les trois mê mes expé riences cliniques. Re´sultats : Aprè s le premier stage, les thè mes principaux portaient sur les é motions, confiance en soi, le professionnalisme dans le monde ré el, la communication et l'apprentissage par la pratique. Aprè s le stage intermé diaire, les thè mes principaux é taient l'idé alisme par rapport au ré alisme, la profondeur de la communication avec les clients et l'é tendue de la communication avec les membres de la famille et les collè gues. Les aspects de l'apprentissage clinique é taient variables et la confiance en soi demeurait un problè me. Aprè s le stage final, la plupart des é tudiants avaient dé veloppé un engagement profond avec leurs clients et leur confiance en soi s'est vue dé veloppé au point d'auto-efficacité . Des tensions ont augmenté entre le concept d'exerc...

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Guided reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy

Cited by 86 publications

References 9 publications

Preparation for cancer care: Perceptions of newly qualified health care professionals

Preparation for cancer care: Perceptions of newly qualified health care professionals

Reflective Practice in Healthcare Education: An Umbrella Review

Understanding the Professional Socialization of Canadian Physical Therapy Students: A Qualitative Investigation

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