The role of reflective practice in healthcare professions: Next steps for pharmacy education and practice

Mantzourani, Efi; Desselle, Shane P.; Le, Jeannette; Lonie, John M.; Lucas, Cherie

doi:10.1016/j.sapharm.2019.03.011

Cited by 32 publications

(33 citation statements)

References 36 publications

(57 reference statements)

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“…In their mixed-methods exploration of an art-therapy based group intervention for healthcare professionals, they found that viewing art developed relational connection in the group and making art connected individuals to their true emotions. Mantzourani et al's (2019) review of literature on reflective practices within healthcare professions adds an additional dimension to the function of reflective practice in professional development. Identifying personal strengths and limitations is an essential part of improving practice and thus of improving patient care; effective reflective practice strengthens self-awareness (Schon, 1983;Thompson & Pascal, 2012).…”

Section: Discussionmentioning

confidence: 99%

‘Reflecting or frozen?’ The impact of Covid-19 on art therapists working with people with a learning disability

Power

Dolby

Thorne

2021

International Journal of Art Therapy

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Background: A series of online practice development discussions were held during the Covid-19 pandemic by the Art Therapy and Learning Disability Professional Support Group of the British Association of Art Therapists (formerly known as the Special Interest Group). Aims: (1) To capture the experiences of art therapists living through and working with this population during the global pandemic; (2) To describe the barriers and facilitators for online art therapy with people with a learning disability. Methods: An anonymised, handwritten record was made during six 60-minute Zoom sessions. The data was transferred to an Excel database. Reflexive thematic analysis was conducted. Results: The resultant themes and thematic map are shared in this paper. The themes are: (A) The pandemic as leveller. (B) The joy and jeopardy of working online. (C) Art after the eclipse. (D) The function of the professional support group. (E) Insight and understanding to meet client diversity. Conclusions: Stimulated by the national restrictions imposed due to the pandemic, art therapy practice changed at an unprecedented pace. Online art therapy for people with a learning disability may provide a viable alternative to face-to-face art therapy. The BAAT Professional Support Group provides an important peer-network for art therapists and could become a practice-based research hub. Implications: Further research is needed to develop best-practice online art therapy; this must include experts by experience as co-researchers. Additional training will be needed for art therapists to practice safely and confidently online. Plain-language summary In 2020, the coronavirus made many people across the world sick, some people died. In the UK, our government asked us to stay at home to help to stop the virus spreading. Lots of things changed very suddenlyactivities, hobbies and therapy were stopped. This meant that people with a learning disability were not able to keep coming to their art therapy sessions. Art therapists across the UK met on the internet, using a video-chat, to talk about what changes they had made in their clinical practice, whether they were able to keep therapy going during the pandemic and how they felt about the changes. We wanted to understand: (1) Art therapists' experiences during the pandemic. (2) What's helped and what's gotten in the way when art therapists have worked online with people with a learning disability. This piece of research uses a qualitative research procedure called 'thematic analysis' to make sense of different people's views. Thematic analysis is a systematic way of organising and interpreting large volumes of information, called 'data'. In this research, the data is people's words, which were written down live during the six video-chat meetings. Using thematic analysis helps us to find patterns in the data where people have a similar or different view. These patterns are called: 'themes'. The themes gave us a concise record of a broad range of people's views. We found five key themes: (A) The pandemic as...

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Section: Discussionmentioning

confidence: 99%

‘Reflecting or frozen?’ The impact of Covid-19 on art therapists working with people with a learning disability

Power

Dolby

Thorne

2021

International Journal of Art Therapy

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“…18 This reflective practice is essential to support them to stimulate thought processes and achieve personal growth, in both educational and healthcare settings, and hence empower mentees to achieve best practice. 19 Van Ast created a mentee checklist to "manage up" for productive mentoring relationships. 20 These include identify your values, clarify your work ethic, identify knowledge and skills gaps, be warm to any assigned mentor and seek additional mentors, be open about the type of mentor you seek, agree on structure and terms of the relationship, ask questions, actively listen, follow through on assigned tasks, be committed to a meeting schedule, and discuss when the mentoring relationship should end.…”

Section: Menteesmentioning

confidence: 99%

Design fundamentals of mentoring programs for pharmacy professionals (Part 2): Considerations for mentors and mentees

Mantzourani

Chang

Fleming

et al. 2021

Research in Social and Administrative Pharmacy

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Developing a mentoring program is multifactorial, and organizations developing such programs must be reflective in considering their own organizational culture to determine the goals and outcomes assessment of a mentoring program that aligns with the organization's mission and values. Part 1 of this series of papers on devising mentoring programs for pharmacy professionals paid mind to their structure, logistical concerns, and basic design consideration. Designing a program, though, cannot be successful without consideration of the people involved, and the very human process that is mentoring and being mentored. This Part 2 paper takes into account the human needs of mentors and mentees, both independently and as pairs or groups involved in a potentially intimate and caring relationship that lasts anywhere from several months, to potentially a lifetime should the relationship be successful, thus paying careful attention to the evolving roles each person plays and what this means to administrators overseeing or assessing the results and implications from such a program so as to strive for maximum organizational effectiveness for employing institutions and self-actualization for persons involved in the program.

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“…2 These concepts require rigorous approaches, critical appraisal skills, and self-reflective practices to be applied to patient care. 4,5 Despite these evolving principles, there is a gap between the education of healthcare professionals and the application of these concepts.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a professional development course on research methods for healthcare professionals

Famure

Batoy

Minkovich

et al. 2020

Healthc Manage Forum

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The role of reflective practice in healthcare professions: Next steps for pharmacy education and practice

Cited by 32 publications

References 36 publications

‘Reflecting or frozen?’ The impact of Covid-19 on art therapists working with people with a learning disability

‘Reflecting or frozen?’ The impact of Covid-19 on art therapists working with people with a learning disability

Design fundamentals of mentoring programs for pharmacy professionals (Part 2): Considerations for mentors and mentees

Evaluation of a professional development course on research methods for healthcare professionals

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