Reflection Revisited: Educational Interventions for Advancing the Professional Disposition of Postgraduate Nursing Students

Abstract

Postgraduate nursing students are often required to undertake their ‘practicum’ in their existing workplaces, in isolation from their fellow students and without a clear set of objectives or related learning activities. These students aspire to become advanced practitioners through their postgraduate study, yet receive little direction on how to develop the professional disposition needed for their roles. One activity that may provide the necessary direction is reflection. However, much debate exists about the utility and usefulness of reflection, particularly for postgraduate students. This chapter draws on a project in which two separate guided reflective activities, both aimed at facilitating the development of nursing students’ professional disposition, were implemented in a postgraduate nursing subject. Clinician Peer Exchange Groups (C-PEGs) were utilised as a largely unstructured in-class activity and structured Online Reading/Resource and Reflective Discussion Activities (ORaRDAs) were a mandatory activity between classes. Both reflective activities were viewed favourably by participants, although the face-to-face format of the C-PEGs slightly more so. Changes to clinical practice, career progression and increased confidence were reported as a consequence of these interventions, along with a number of factors that supported or inhibited the development of participants’ professional dispositions. Most participants considered the reflective activities to be helpful in advancing their nursing careers. From this project we conclude that the design and content of reflective activities for postgraduate students needs careful consideration. Content should be explicitly linked to enablers and barriers in the workplace, focusing on enhancing professional disposition and career advancement. Expert facilitation is also needed. Further research that compares different postgraduate educational interventions (including reflection) in relation to professional disposition development and career progression is needed.