Work-based learning with staff in an acute care environment: a project review and evaluation

Kemp, Philip; Rooks, Jenny; Mess, Lorna

doi:10.7748/mhp2009.07.12.10.31.c7870

Cited by 6 publications

(12 citation statements)

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“…Other authors have identified heavy workload and covering for staff absence has prevented uptake of CPD (Shields 2002). This view is compatible with a previous study by the first author showing that many newly qualified staff on inpatient units had skills development needs within their chosen area of expertise (Kemp et al 2009). Evidently, poor implementation of CPD has important ramifications for mental health nursing practice, some of which include poor knowledge, skills and attitudes that first author experienced.…”

Section: The Way Forwardsupporting

confidence: 80%

Is there a crisis in inpatient mental health care?

Rooks

Mutsatsa

2013

British Journal of Mental Health Nursing

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The standards of care in the NHS are the subject of debate. Frequently, members of the public have complained about poor staff attitudes towards patients and visitors alike and this has generated discussion as to the best way forward for the nursing profession. In mental health, poor standards have been reported on numerous occasions and the first author had firsthand experience of casual nursing attitudes when she visited a friend in an acute inpatient mental health ward. This article uses her anecdotal account to highlight poor standards in mental health. The paper then examines possible antecedents to this vexed issue before suggesting a way forward.

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Section: The Way Forwardsupporting

confidence: 80%

Is there a crisis in inpatient mental health care?

Rooks

Mutsatsa

2013

British Journal of Mental Health Nursing

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“…Through database search, we retrieved sixteen articles that used such a strategy with registered nurses in the workplace. These papers documented reflective practice as a CEI to deal with specific issues such as care for hospitalized elderly patients (Dube and Ducharme, 2014), critical thinking skills (Forneris and Peden-McAlpine, 2007), therapeutic communication (Kemp et al, 2009), use of coercion (Olofsson, 2005), cardiopulmonary resuscitation (Page and Meerabeau, 2000), or family care (Peden-McAlpine et al, 2005). These interventions consist of group meetings held specifically to discuss daily clinical situations.…”

Section: Studies Of Similar Interventionsmentioning

confidence: 99%

A competency-based approach to nurses' continuing education for clinical reasoning and leadership through reflective practice in a care situation

Goudreau

Pépin

Larue

et al. 2015

Nurse Education in Practice

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Newly graduated nurses need to demonstrate high levels of competencies when they enter the workplace. A competency-based approach to their education is recommended to ensure patients' needs are met. A continuing education intervention consistent with the competency-based approach to education was designed and implemented in eight care units in two teaching hospitals. It consists of a series of 30-min reflective practice groups on clinical events that newly graduated nurses encountered in their practice. It was evaluated using a descriptive longitudinal evaluative research design, combining individual and group interviews with stakeholders, the analysis of facilitators' journal entries, and a research assistant's field notes. The results suggest that issues associated with the implementation of the continuing education intervention revolved around leadership for managers, flexibility for nursing staff, and role shifting for the facilitators. Newly graduated nurses who participated in the study noted that the reflective practice sessions contributed to the development of both clinical reasoning and leadership. Nursing managers stated the advantages of the intervention on nurses' professional development and for the quality and safety of care. Following the end of the study, participants from two units managed to pursue the activity during their work time.

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“…One theme is meeting a specific clinical practice goal, and the other is teaching nurses how to reflect to enhance individual reflective practice. Examples include a mandatory training programme that included a reflective strategy to enhance healthcare providers' ability to meet patients' mental health needs [61] or a work-based initiative that included reflective diaries to enhance therapeutic communication with service users in acute mental health settings [62]. Those authors also described the process of teaching nurses how to reflect to promote reflective practice, insight and reflective thinking; how to promote reflective practice through groupguided reflection; how to gain deeper levels of reflection on clinical practice; and how to explore reflective journaling [31].…”

Section: How Does Empirical Research Depict Reflective Practice In Hementioning

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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Work-based learning with staff in an acute care environment: a project review and evaluation

Cited by 6 publications

References 0 publications

Is there a crisis in inpatient mental health care?

Is there a crisis in inpatient mental health care?

A competency-based approach to nurses' continuing education for clinical reasoning and leadership through reflective practice in a care situation

Reflective Practice in Healthcare Education: An Umbrella Review

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