Reflecting onreflection: a personal encounter

Glen, Sally; Clark, Alison; Nicol, Maggie

doi:10.1016/s0260-6917(95)80082-4

Cited by 29 publications

(23 citation statements)

References 13 publications

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“…Nurse teachers' understanding of the concept of reflection/reflective practice within this study was found to be congruent with the commonest presentation of reflection within the nursing literature, that of reflection as a way of learning from experiences (Getliffe, 1996;Glen et al, 1995;Prowse, 1996). Nurse teachers perceived reflection/ reflective practice as a way of reviewing students' clinical experiences which involved an active and deliberate process of questioning, examining and exploring issues surrounding practice experiences, in order to learn from them and enhance their personal and professional development.…”

Section: Discussionsupporting

confidence: 68%

Nurse Teachers' Constructions of Reflection and Reflective Practice

O'Connor

Hyde²,

Treacy

2003

Reflective Practice

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Section: Discussionsupporting

confidence: 68%

Nurse Teachers' Constructions of Reflection and Reflective Practice

O'Connor

Hyde²,

Treacy

2003

Reflective Practice

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“…Literature generally again tends to concur with the study findings that reflection has the potential to assist practitioners to tap into knowledge gained from experience, thereby linking theory to practice (Glen et al, 1995;Durgahee, 1996;Duke & Appleton, 2000). Several authors have perceived a theory-practice gap across various health professions (Johns, 1995;Clarke et al, 1996;Burrows, 1998).…”

Section: Discussionsupporting

confidence: 57%

Reflective practice in physiotherapy curricula: a survey of UK university based professional practice coordinators

Ward

Gracey

2006

Medical Teacher

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There has been recent increasing interest in reflective practice within physiotherapy education as a method for reducing the 'theory-practice gap' and as a means of articulating, exposing and developing knowledge embedded in practice. Several contrasting theories have been developed to explain the role, place, purpose and definition of reflection in learning and teaching; however, much of the research to date has relied on theoretical debate rather than high quality empirical evidence. The aim of this paper was therefore, to report how a group of United Kingdom (UK) based physiotherapy Professional Practice Coordinators (n = 33) with their unique insight into the concept from both the academic and clinical perspective viewed and interpreted the use of reflective practice within their physiotherapy curriculum. Consent for the study was obtained via the professional body (The Chartered Society of Physiotherapists) (CSP) and data was collected via postal questionnaire. Results indicated a diversity of experience in respondents both in terms of their role as Coordinator and their training in reflective practice. There was also no clear consensus regarding facilitative models or assessment methods even though the majority of coordinators believed that reflective practice should be considered to be a central component of physiotherapy teaching strategies. The results of this survey provide a focus for further empirical research into reflective practice as part of the physiotherapy curricula, while advancing the understanding of reflective practice from a broader perspective and clarifying the benefits to students, teachers, patients and practitioners.

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“…4 In the last two decades of the twentieth century these two terms have increasingly appeared in the educational literature to support practice and practice development, education and research. Many writers [5][6][7][8][9][10][11] have contributed definitions of reflection and critical reflection. Reflection is described using numerous terms: memory, thinking, thought, indication, mirror image.…”

Section: Defining Reflectionmentioning

confidence: 99%

The understanding and experience of students, tutors and educators regarding reflection in medical education: a qualitative study

Muir

2010

Int J Med Educ

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Objectives: This exploratory study was designed to investigate the understanding and experience of students, tutors and medical educators with respect to reflection in medical education during the MBChB medical degree programme. Methods: A qualitative approach was employed using semi-structure interviews. Seven medical students, eleven tutors and eight medical educators participated in the study. An inductive thematic analysis was used to accomplish the aim of this study. Results: The results indicate that students, tutors and educators have an incomplete understanding of reflection. The cause exists at several points, not only at curriculum level but also at the level of the educator, tutor and the student. Whilst the study presents information regarding curriculum deficits and individual needs it also signifies that policy documents are not clearly understood. Assumptions were made by participants regarding the teaching, learning and assessment of reflection indicating a need for a review of student and tutor preparation. Conclusions: The importance of reflection is frequently noted in the literature as an essential characteristic for professional competence. This research has highlighted the need for a much greater emphasis on reflection in or through teaching, learning and assessment. Suggestions to overcome these are offered

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Reflecting onreflection: a personal encounter

Cited by 29 publications

References 13 publications

Nurse Teachers' Constructions of Reflection and Reflective Practice

Nurse Teachers' Constructions of Reflection and Reflective Practice

Reflective practice in physiotherapy curricula: a survey of UK university based professional practice coordinators

The understanding and experience of students, tutors and educators regarding reflection in medical education: a qualitative study

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