Abstract
BackgroundReflection is recognised as an important method for practice development. The importance of reflection is well documented in the literature, but the requirements for reflection remain unclear.ObjectivesTo explore and describe the requirements for reflection in the critical care environment as viewed by educators of qualified critical care nurses.MethodA focus group interview was conducted to explore and describe the views of educators of qualified critical care nurses regarding requirements for reflection in the critical care environment.ResultsThe themes that emerged from the focus group were buy-in from stakeholders – management, facilitators and critical care nurses, and the need to create an environment where reflection can occur.ConclusionCritical care nurses should be allowed time to reflect on their practice and be supported by peers as well as a facilitator in a non-intimidating way to promote emancipatory practice development.
Highlights
Reflection is a pivotal skill for all critical care nurses who have to care for patients in an everchanging medical environment
Reflection might provide some guidance to critical care nurses in order to meet these demands (Mann, Gordon & MacLeod 2009)
Participants identified that buyin from stakeholders and settings which are conducive to reflection are necessary for reflection to occur in the critical care environment
Summary
Reflection is a pivotal skill for all critical care nurses who have to care for patients in an everchanging medical environment. Practice development applies reflection as a method to integrate work-based learning for sustained development in practice to promote the effectiveness of individuals, teams and healthcare organisations (McCormack, Manley & Titchen 2013). Nurses working in different contexts are required to develop their practice and utilise scientific evidence to guide desirable practice to improve patient outcomes. Efforts to develop practice by educators and organisations focus on technical practice development, which is task orientated and uses top-down approaches to learning (McCormack et al 2013). The resources spent using traditional teaching strategies for practice development make no significant change in how nurses practise in their work context (Duff, Gardner & Osborne 2014; Williams 2010). The importance of reflection is well documented in the literature, but the requirements for reflection remain unclear
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