Using reflective practice in interprofessional education and practice: a realist review of its characteristics and effectiveness

Richard, Amélie; Gagnon, Mathieu; Careau, Emmanuelle

doi:10.1080/13561820.2018.1551867

Cited by 21 publications

(21 citation statements)

References 46 publications

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“…The reflective practice that both tools encouraged, i.e. the application of critical thinking to improve professional performance [70,71] supports learning from experience, and aids decision-making in complex clinical settings [72,73]. Both tools also promoted reflexivity, the related process whereby individuals examine how their preconceptions, judgments and actions influenced how they fulfil their particular role [74].…”

Section: Comparison With Existing Literaturementioning

confidence: 99%

A comparative assessment of two tools designed to support patient safety culture in UK general practice

et al. 2021

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Background The NHS has recognised the importance of a high quality patient safety culture in the delivery of primary health care in the rapidly evolving environment of general practice. Two tools, PC-SafeQuest and MapSaf, were developed with the intention of assessing and improving patient safety culture in this setting. Both have been made widely available through their inclusion in the Royal College of General Practitioners’ Patient Safety Toolkit and our work offerss a timely exploration of the tools to inform practice staff as to how each might be usefully applied and in which circumstances. Here we present a comparative analysis of their content, and describe the perspectives of staff on their design, outputs and the feasibility of their sustained use. Methods We have used a content analysis to provide the context for the qualitative study of staff experiences of using the tools at a representative range of practices recruited from across the Midlands (UK). Data was collected through moderated focus groups using an identical topic guide. Results A total of nine practices used the PC-SafeQuest tool and four the MapSaf tool. A total of 159 staff completed the PC-SafeQuest tool 52 of whom took part in the subsequent focus group discussions, and 25 staff completed the MapSaf tool all of whom contributed to the focus group discussions. PC-SafeQuest was perceived as quick and easy to use with direct questions pertinent to the work of GP practices providing useful quantitative insight into important areas of safety culture. Though MaPSaF was more logistically challenging, it created a forum for synchronous cross- practice discussions raising awareness of perceptions of safety culture across the practice team. Conclusions Both tools were able to promote reflective and reflexive practice either in individual staff members or across the broader practice team and the oversight they granted provided useful direction for senior staff looking to improve patient safety. Because PC SafeQuest can be easily disseminated and independently completed it is logistically suited to larger practice organisations, whereas the MapSaf tool lends itself to smaller practices where assembling staff in a single workshop is more readily achieved.

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Section: Comparison With Existing Literaturementioning

confidence: 99%

A comparative assessment of two tools designed to support patient safety culture in UK general practice

et al. 2021

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“…The reviewed studies mention various scholars such as Habermas or Kolb as influential in this field, but a clear majority refer to the work of Dewey and/or Schön as foundational (Erlandson & Beach, 2008 ; Fendler, 2003 ; Fragkos, 2016 ; Koole et al, 2011 ; Miraglia, 2015 ; Ng et al, 2015 ; Richard et al, 2019 ; van Beveren et al, 2018 ). Dewey’s and Schön’s work underpin both approaches to studying reflection.…”

Section: Resultsmentioning

confidence: 99%

Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research

Schaepkens

Veen

Croix

2021

Adv in Health Sci Educ

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Reflection is a complex concept in medical education research. No consensus exists on what reflection exactly entails; thus far, cross-comparing empirical findings has not resulted in definite evidence on how to foster reflection. The concept is as slippery as soap. This leaves the research field with the question, ‘how can research approach the conceptual indeterminacy of reflection to produce knowledge?’. The authors conducted a critical narrative umbrella review of research on reflection in medical education. Forty-seven review studies on reflection research from 2000 onwards were reviewed. The authors used the foundational literature on reflection from Dewey and Schön as an analytical lens to identify and critically juxtapose common approaches in reflection research that tackle the conceptual complexity. Research on reflection must deal with the paradox that every conceptualization of reflection is either too sharp or too broad because it is entrenched in practice. The key to conceptualizing reflection lies in its use and purpose, which can be provided by in situ research of reflective practices.

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“…Continual use of the reflective process leads to improved effectiveness of learning from experiences (Johns, 1995;Ng, 2012). Hence, the concept of experiential learning (Richard et al, 2018) appears to be related to that of reflective practice, which requires the nurse to accept existing gaps in knowledge and reflect on experience in order to learn. Introspection and open-minded inquiry are therefore integral parts of experiential learning or reflective practice (Johns, 1995(Johns, , 2013Thompson & Pascal, 2012).…”

Section: Surrogatesmentioning

confidence: 99%

Reflective practice in nursing: A concept analysis

Patel

Metersky

2021

Int J of Nursing Knowl

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This paper aims to clarify the concept of reflective practice in nursing by using Rodgers' evolutionary method of concept analysis.Data sources: Literature and references on the concept of reflective practice were obtained from two databases: Scopus and Nursing and Allied health database. Peerreviewed articles published in English language between 2011-2021 that included the terms 'reflection' and/or 'reflective practice' in the title were selected. Seminal pieces of work were also considered in this analysis. A total of 23 works were included. Most of the selected works addressed the concept of reflective practice in nursing education or nursing practice. Data synthesis:The data analysis integrated the stages identified in Rodgers' method of concept analysis to analyze the concept of reflective practice. Analysis of selected works provided an understanding of common surrogates, antecedents, attributes, and consequences of the concept of reflective practice. Conclusions:Reflective practice is a cognitive skill that demands conscious effort to look at a situation with an awareness of own beliefs, values, and practice enabling nurses to learn from experiences, incorporate that learning in improving patient care outcomes.It also leads to knowledge development in nursing. Considering the current circumstances of the COVID-19 pandemic, this paper identifies the need for nurses to go beyond reflection-on-action and also include reflection-in-action and reflection-for-action as part of their practice.Implications for nursing practice: This analysis identifies the need for future nursing researchers to develop reflective models or strategies that promote reflection among nurses and nursing students before, during, and after the clinical experiences. K E Y W O R D S nursing, reflective practice, Rodgers' evolutionary concept analysis method In the last decade, reflective practice has become widespread in the knowledge advancement of various professions, including medicine, nursing, education, social work, and business (Ng, 2012). The Greek philosopher Aristotle first stated the importance of reflection, believing it has a role in developing practical insight and understanding one's imagination (Contreras et al., 2020). In the early 20th century, the philosopher John Dewey associated life experiences and education (Schwind & Manankil-Rankin, 2020). He viewed experience as an essential part of learning, which he identified as the connection made between thoughts and actions through reflection (Contreras et al., 2020). Donald Schön, influenced by Dewey, was interested in understanding the use of reflection among professionals, and is considered the father of reflective practice (Contreras et al., 2020). Schön's work differentiated between two forms of reflective practice-reflection-inaction and reflection-on-action-but did not include what has become the third form: reflection-for-action (Thompson & Pascal, 2012).Reflection has been assumed to enhance learning, and thus its use in nursing education and practice has been supp...

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Using reflective practice in interprofessional education and practice: a realist review of its characteristics and effectiveness

Cited by 21 publications

References 46 publications

A comparative assessment of two tools designed to support patient safety culture in UK general practice

A comparative assessment of two tools designed to support patient safety culture in UK general practice

Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research

Reflective practice in nursing: A concept analysis

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