Techniques to Promote Reflective Practice and Empowered Learning

Nguyen-Truong, Connie Kim Yen; Davis, Andra; Spencer, Cassius; Rasmor, Melody; Dekker, Lida

doi:10.3928/01484834-20180123-10

Cited by 14 publications

(9 citation statements)

References 18 publications

(12 reference statements)

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“…The ability to engage in reflective practice is identified as central to most contemporary nursing curricula (Asselin, ; Parrish & Crookes, ). The capacity for reflection is considered essential for nursing graduates, given the dynamic nature of health care delivery (Kim Yen Nguyen‐Truong, Davis, Spencer, Rasmor, & Dekker, ), and its contribution to the development, improvement and articulation of nursing knowledge (dos Santos Martins Peixoto & dos Santos Martins Peixoto, ). Reflection is therefore an important skill to facilitate lifelong learning, continuous improvement discipline knowledge creation.…”

Section: Discussionmentioning

confidence: 99%

“I felt some prejudice in the back of my head”: Nursing students’ perspectives on learning about mental health from “Experts by Experience”

Happell

Waks

Bocking

et al. 2019

Psychiatric Ment Health Nurs

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Accessible Summary What is known on the subject? Consumer participation in mental health services is embedded in mental health policy in many countries. The negative attitudes of nurses and other health professionals to consumer participation poses a significant obstacle to this policy goal Involving mental health “Experts by Experience” in the education of nursing students demonstrates positive attitudinal change What this paper adds to existing knowledge? More detailed understanding of nursing students’ experiences and perspectives about being taught mental health nursing by “Experts by Experience” An international focus, extending understandings about how Experts by Experience might be perceived in a broader range of countries What are the implications for practice? Positive attitudes towards people labelled with mental illness are essential for quality nursing practice Nurses have an important leadership role in facilitating consumer participation within health services. It is critical that their attitudes are professional and optimistic. Abstract IntroductionConsumer participation is central to mental health policy. Negative attitudes of health professionals are barriers to realizing policy goals. Evidence suggests consumers (Experts by Experience) can influence positive attitudes in nursing students. Research in this area to date is limited and primarily from Australia and New Zealand. AimTo enhance understanding of nursing students’ perspectives and experiences of being taught mental health by an Expert by Experience. MethodA qualitative exploratory approach was used. Focus groups were conducted with nursing students from seven universities in Australia and Europe. Data were analysed thematically. ResultsStudent participants described how exposure to Experts by Experience challenged their views and attitudes and provided a mechanism for reflection, critique and change. The main theme “changing mindset” includes two subthemes: exposing stereotypes and reflection. DiscussionThis unique international study demonstrates the capacity for Experts by Experience to contribute to positive attitudinal change towards mental illness in nursing students. This changed mindset must occur for policy goals to be realized. Implications for practiceNurses in all areas of practice will work with people labelled with mental illness and experiencing mental distress. Overcoming stereotypes and adopting more positive attitudes is essential to deliver quality mental health care.

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Section: Discussionmentioning

confidence: 99%

“I felt some prejudice in the back of my head”: Nursing students’ perspectives on learning about mental health from “Experts by Experience”

Happell

Waks

Bocking

et al. 2019

Psychiatric Ment Health Nurs

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show abstract

“…Over the past few decades, developing reflective capacity in students has become a core element of many university courses in the health sciences broadly [1–7], and specifically within medical education [8–17]. Reflective capacity refers to the ability, desire, and tendency of students to engage in reflective thought during their academic studies and clinical practices.…”

Section: Introductionmentioning

confidence: 99%

Applications of the reflective practice questionnaire in medical education

et al. 2019

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BackgroundWe sought to determine whether the Reflective Practice Questionnaire (RPQ) is a reliable measure of reflective capacity and related characteristics in medical students. We also planned to learn how the RPQ could be used in medical education.MethodsThe RPQ is a 40 item self-report questionnaire that includes a multi-faceted approach to measuring reflective capacity. It also includes sub-scales on several other theoretically relevant constructs such as desire for improvement, confidence, stress, and job satisfaction. The reliabilities of reflective capacity and other sub-scales were determined by calculating their Cronbach alpha reliability values. In the present study, the RPQ was answered by 98 graduating fourth-year medical students from an American University, and these RPQ scores were compared with general public and mental health practitioner samples from a prior study using ANOVA and Bonferroni adjusted comparisons.ResultsMedical students reported a higher reflective capacity than the general public sample, but students were statistically indistinguishable from the mental health practitioner sample. For medical students, reflective capacity was associated with features of confidence, stress, and desire for improvement. Job satisfaction was positively associated with confidence in communication with patients, and negatively associated with stress when interacting with patients. A cluster analysis revealed that around 19% of the medical students exhibited a relatively high level of anxiety interacting with patients, 23% were less engaged, 5% were dissatisfied, and 7% expressed a level of over-confidence in their knowledge and skills that was concerning.ConclusionsThe RPQ is a reliable measure of reflective capacity (Chronbach’s alpha value = 0.84) and related characteristics (Cronbach’s alpha values from 0.75 to 0.83) in medical students. The RPQ can be used as part of pre-post evaluations of medical education initiatives, to complement student self-reflection activities in the curriculum, and to identify students who might benefit from targeted intervention.Electronic supplementary materialThe online version of this article (10.1186/s12909-019-1481-6) contains supplementary material, which is available to authorized users.

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“…Providing articles on therapeutic communication, role-playing communication scenarios, and simulation are common examples focused on building skills, and thus empathy (Kelley & Kelley, 2013). Research has supported the infusion of nontraditional teaching strategies such as art, music, and poetry as ways to build sensitivity and relationships with others (Nguyen-Truong, Davis, Spencer, Rasmor, & Dekker, 2018) Reflection is another strategy used to build awareness of the client experience (Webster, 2010). Self-reflection was identified as an important factor in developing empathy, as it allows students to explore their own perceptions of illness and challenges their assumptions associated with their understanding of illness (Webster, 2010).…”

Section: Educational Strategies To Build Empathymentioning

confidence: 99%

The Impact of Caring: Teaching Students Empathy through the Patient Voice

Leonard¹,

Zomorodi²,

Foster³

2018

Creative Nursing

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The purpose of this educational brief is to describe an innovative learning experience focused on teaching students empathy for chronic illness, using patient voices. Panel members of individuals who had experienced acute and chronic illness from either the perspective of the patient or caregiver participated in a one-time session for undergraduate baccalaureate nursing students. Panel members presented their narrative to the students, engaging them in a question-and-answer session about the impact of nursing care on their experience. Both the panelists and the students found the experience meaningful. Over time the panel has varied in format, but has consistently humanized the patient experience, highlighted the importance of empathy, and conveyed the impact that nurses have on their patients and families. This innovative strategy proved to be very beneficial for students transitioning into their first clinical experience.

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Techniques to Promote Reflective Practice and Empowered Learning

Abstract: Nursing school curricula can promote a milieu for developing organizational skills to manage simultaneous priorities, practice reflectively, and develop empathy and the authenticity that effective nursing requires. [J Nurs Educ. 2018;57(2):115-120.].

Cited by 14 publications

References 18 publications

“I felt some prejudice in the back of my head”: Nursing students’ perspectives on learning about mental health from “Experts by Experience”

“I felt some prejudice in the back of my head”: Nursing students’ perspectives on learning about mental health from “Experts by Experience”

Applications of the reflective practice questionnaire in medical education

The Impact of Caring: Teaching Students Empathy through the Patient Voice

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