The Introduction of Reflective Practice to Japanese Nurses

Abstract

This paper presents the findings of research undertaken to establish how Japanese nurses respond to the introduction and use of reflective practice. The subject, Reflective Practice for Nurses, is one of four subjects of a post-registration degree offered to Japanese nurses by the Japanese Research Institute (Nissoken Company) and Griffith University, School of Nursing, Australia. The course is in Japanese and distance education mode. Relevant literature on reflective practice, Japanese culture and education is reviewed to provide a background to the students' experiences. Using the ethnographical approach, focus groups were conducted and analysis revealed two categories: Cultural Reflection and Perturbed Reflection. The findings indicate that as students are introduced to the new concept of reflective practice the experience is influenced by prior cultural and educational experiences. As students encounter reflective practice it causes apprehension as they respond to the newness of the concepts and create reconstructed meaning of their professional, personal, cultural and educational experiences. The experience of being introduced to reflective practice highlights the need for educators to consider students' cultural and prior educational experiences when teaching students from different cultures.