Group Reflection Research Articles

Evaluating reflective practice groups in a mental health context: Swedish translation and psychometric evaluation of the clinical supervision evaluation questionnaire

BackgroundImplementation of reflective practice groups in psychiatric and mental health contexts might improve the quality of care through promoting self-awareness, clinical insight, and facilitating stress management and team building. There is a need for valid and reliable instruments to test the outcomes of reflective practice groups in the mental health context. This study aimed to test the validity and reliability of the Swedish version of the Clinical Supervision Evaluation Questionnaire.MethodsThe instrument was translated from English to Swedish using a translation and back-translation procedure. Data for the calculation of content validity was collected from an expert group. Data for the reliability analysis was collected from rehabilitation assistants and ward managers participating in reflective practice groups (n = 20). Content validity was measured by computing a content validity index. Construct validity was assessed by calculating the corrected item-total correlation statistics. Reliability was evaluated by analysing the Cronbach’s alpha coefficient, the intraclass correlation coefficient and inter-item correlations.ResultsThe content validity index for the scale as a whole was 0.94. Item-total correlations ranged between 0.23 and 0.81, and deletion of an item did not notably improve Cronbach’s alpha. Cronbach’s alpha for the scale was 0.89. The intraclass correlation coefficient for single measures was 0.35. The mean inter-item correlation was .37.ConclusionThe Swedish version of the Supervision Evaluation Questionnaire has a degree of reliability and validity that is comparable to the original version in English, indicating that it can be used as an assessment of reflective practice groups in the mental health context.

Perceived challenges in the informed consent process: Mismatches between enrollers and researchers at a South African clinical research site.

Enrollers play a critical yet often overlooked role in clinical research, particularly in informed consent processes. Study retention may depend in part on how complex information is conveyed to potential participants. Thisqualitative study aimedto assess communicative barriers during consent and enrolment in two South African TB/HIV clinical studies. In particular, we compared our own perceptions of potential challenges to consent with that of thirteen enrollers, gained via reflective journaling and focus group discussions. Some overlap of identified challenges was evident, including terminology, jargon and consent document format. However there were mismatches to identified challenges. Enrollers provided further insights into potential challenges to consent, in particular, blood withdrawal, discussion of sexual issues and misunderstanding of study participation. Enrollers also reported feeling ill-equipped to provide counselling when participants became distressed. We offer several recommendations for strengthening the inclusion of enrollers in the development of clinical research protocols and consent documents.

Implementing evidence-based practices on the therapeutic relationship in inpatient psychiatric care: A participatory action research.

To produce changes in the therapeutic relationship between clinical practice nurses and patients in psychiatric units by implementing evidence-based practices through participatory action research. The therapeutic relationship is the cornerstone of nursing care in psychiatric units. The literature suggests that theoretical knowledge alone is insufficient to establish the therapeutic relationship in practice. Therefore, strategies are needed to adequately establish the therapeutic relationship in psychiatric units. Participatory action research. Participants consisted of nurses from two psychiatric units of a university hospital. Data were collected through focus groups and reflective diaries, which were analysed using the content analysis method. The COREQ guidelines were followed to ensure rigour. Nurses conceptualised the therapeutic relationship in their practice, identifying facilitating elements and limitations. They were able to compare their clinical practice with the recommendations of scientific evidence and constructed three evidence-based proposals to improve the therapeutic relationship: (a) a customised nurse intervention space, (b) knowledge updating and (c) reflective groups, which they subsequently implemented and evaluated. This study shows that nurses in psychiatric units can generate changes and improvements in the therapeutic relationship. The process of implementing evidence-based practice enhanced participants' awareness of their clinical practice and allowed them to make changes and improvements. The process confirmed that the implementation of evidence-based practice through participatory methods, such as participatory action research, is valid and produces lasting changes. This study also reveals the need to rethink nurses' functions and competencies in current psychiatric units.

Building learning cultures in the child welfare workforce

Creating organizational change, including implementing evidence based practices, requires agencies to have supportive learning cultures. Despite ongoing efforts to implement best practice, translation of practice principles to child welfare practice is inconsistent; some research suggests this is in part due to organizational barriers. According to Organizational Theory, organizations are governed by their culture and climate. If agencies seek to advance evidence based practices, creating a learning culture is one way to form a supportive context for this work. This study explored the relationship of supervisory processes such as reflective supervision and group supervision to the degree to which staff observed a learning culture. Findings suggest workers who report high levels of reflective supervision and those who participated in group supervision, reported experiencing a higher level of learning culture. Findings offer implications for ways organizations can adapt supervisory procedures to create a culture that is theoretically consistent with best practices.

Inside it was orange squash concentrate: trainees’ experiences of reflective practice groups within clinical psychology training

ABSTRACTDespite many clinical psychology training programmes utilising reflective practice groups (RPGs) to develop reflective practice (RP) skills, there remains little research examining how trainees experience these groups. This study uses interpretative phenomenological analysis (IPA) to explore the experiences of eight qualified clinical psychologists who attended RPGs on one United Kingdom (UK) clinical psychology training programme. A purposive sample was recruited for single, semi-structured interviews. Five superordinate themes were identified: ‘The process: there were so many layers’; ‘The impact: an ongoing process’; ‘Commitment: I hated it, but I still went’; ‘The facilitator: a presence who was not always present’; and ‘Getting through it: finding ways to cope’. The findings illustrate the varied and complex experiences of the participants. Whilst the experience was often difficult, the participants were committed to attending and sought out ways to navigate it. The results are conceptualised in terms of existing psychological theory and literature. A critique of the research and suggestions for future studies are offered, including exploring the views of group facilitators and comparing how groups are utilised within different training programmes. Recommendations are made on the development of future RPGs, which include consideration of the facilitation style and the groups’ frequency and size.

Evaluation of a compulsory reflective group for medical students.

INTRODUCTION The ability to reflect - reflection - taking time to stop, think and evaluate is an important professional skill to develop. AIM To evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODS This was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre- and post-reflective group questionnaires with Year 5 and 6 students, questionnaires with general practice academic facilitators, and audiotapes of the reflection group discussions. RESULTS Students shared emotional experiences that were organised into three themes: (i) witnessing unprofessional behaviour; (ii) meeting difficult clinical scenarios for the first time; and (iii) the hierarchy of medicine. They reported positive learning experiences relevant to their future practice and valued the opportunity to share their experiences safely. Facilitators thought the groups provided unique educational opportunities that students appreciated. Eighty-two percent of participants would like to repeat the activity during their medical school training. CONCLUSION Self-reflection is an essential condition for professionalism. Use of reflective groups can help students become ethical and professional doctors.

The Development of Physical Activity Leaders Using a Contemplative Education Approach to Promote Wellness among the Elderly

The purpose of this study was to develop physical activity leaders using a contemplative education approach to promote wellness among the elderly. This study used the qualitative method design. All subjects were 30 physical education and exercise science students. The instrument focus on the contemplative approach with the 7Cs, which are Contemplation, Compassion, Connection, Confronting, Continuity, Commitment, and Community. The results from reflective papers, observation and focus group were analysed by content analysis. The result of this study shows that the students learned to become the leader leading the elderly to do physical activity. The outcome of the learning came in three domains. The first one was cognitive domains. It was found that the learners had understood the lessons in the course and could connect them with self-awareness, recognizing the differences between the elderly's physical body and mind. Secondly, the psychomotor domain was presented as the students had learnt to focus. All these are learned through contemplation and acknowledging the importance of deep conversation. Thus, they made possible physical activity leaders who could promote health for the elderly. Lastly, the affective domain shows that the learners had transformed their abilities into a fundamental domain. They had come to love and have compassion for the elderly.

The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers

The prime aim of this paper is to test the effectiveness of an oral reflective learning strategy that was introduced to a group of post graduate student teachers based within higher education, in order to secure their learning and, in turn, their performance as a reflective practitioner and teacher. The study was designed to include discussion groups and action learning sets, which took place within the University setting, after a period of work based experience. The PGCE cohort of 30 students were selected to take part in the reflective learning activities. A base line assessment of reflection took place, with the ‘level’ of reflection being assigned using Dewey’s stages of learning (suggestion, problem solving, hypothesis, reasoning and testing) to ascertain which approach (discussion groups of action learning sets) were most effective. The results, following a series of groups and sets, showed the level of reflection increased in both activities but a more detailed level of reflection occurred in the action learning sets, providing self-generated reflective responses securing a greater understanding of the complexities of the situation. Thus, those involved with teacher training should note: oral reflective learning strategies are a useful tool to increase a meaningful connection to experience.

Calling to mentor: the search for mentor identity through the development of mentor competency

ABSTRACTThere is a common assumption that experienced educators will automatically be effective mentors. My experience indicates that building competence in mentoring others requires conscious intent and effort. This article is a self-study action research account that explores mentoring practice from the mentor’s perspective. The study sets to explore the relational dynamics within mentoring relationships, with the focus of obtaining a deeper understanding of the mentor’s growth and the impact of this learning on mentor identity. Data collection was through personal reflective journals, mentoring conversations, and focus group interviews. Findings indicate that critical reflective practice can lead to transformational learning that results in personal and professional growth and improved mentor competency. Transformative learning episodes highlight significant learning points that converge to enhance personal and professional learning and contribute to the formulation of mentor identity. A conclusion drawn is that applying a personal strategic intent towards mentor development can lead to improved mentoring culture and organisational learning and growth.

Reflective practice groups: Are they useful for liaison psychiatry nurses working within the Emergency Department?

BackgroundLiaison psychiatry nurses in Emergency Departments assess and plan onward treatment for individuals, often following self-harm or suicide attempts. These nurses are at high risk of occupational stress. Reflective practice groups may be beneficial, but there is currently no research evaluating this. AimWe explored nurses' experiences of attending psychology-led reflective practice groups. MethodThematic analysis of semi-structured interviews with 13 nurses was undertaken. ResultsFour themes emerged from the data: (i) Sharing and learning; participants discussed how the group provided a platform to share common experiences, express emotions and learn from each other. (ii) Grounding and perspective; participants said the group encouraged reflection on the impact of their work, with a sense of valuing their skills and the difference they make. (iii) Space; participants spoke about the group being a protected, structured and safe space. (iv) Relationships; participants said the group allowed them to support each other and have conversations in a sensitive and non-threatening way. Discussions in the group increased some participants' confidence and self-esteem. DiscussionSome nurses perceive a range of benefits from participating in reflective practice groups. Implications for practiceFor some mental health nurses reflective practice groups are an acceptable and valued intervention which may reduce burnout.

Voice of Ireland? Children and music within asylum seeker accommodation

This article examines the musical lives of children of asylum seekers living under direct provision in Ireland. Direct Provision is a controversial state system of communal housing for asylum seekers while they wait for their refugee applications to be processed. One third of all asylum seekers living under Direct Provision in Ireland are children. A knowledge gap exists on the cultural rights and needs of these marginalised children. Through participatory methods, the research presented examines the role of music for these children within one of the direct provision settings as well as their musical values, identities, and types of musical participation engaged in. Data was collected through six participatory music workshops, video observations, a researcher reflective log and focus group interviews. There were 11 children involved aged between 7–12 years, representing six nationalities and both genders. Findings reveal the importance and relevance of the contexts of music-making within temporary accommodation settings as well as the broader national and international contexts of children living within asylum seeking systems.

Novel Feature Selection Algorithm for Thermal Prediction Model

Demand for more computing power grows steadily, which leads to increase the integration density of modern processors that rise thermal hotspots. A proactive thermal management algorithm tries to avoid exceeding a thermal threshold by exploiting the control decisions and using the thermal prediction model. In this paper, we proposed a new approach to build a thermal prediction model for a multicore processor using a multilayer perceptron (MLP). We generate a data set composed of system state samples gathered during Standard Performance Evaluation Corporation benchmark execution. Thereafter, a compilation method is applied to extract the new features from the data set. These features are categorized into two behavioral and reflective groups. The first group allows the model to track the current thermal behavior of the processor, whereas the second one helps the model to predict the control response temperature. Finally, a smaller set of input features is selected by a new proposed feature selection algorithm. The evaluation shows that the mean prediction error of the proposed model is about 0.5 °C–0.6 °C with 0.6 °C–0.7 °C standard deviations from 2- to 5-s prediction distances. The results show the superiority of our model and feature selection algorithm in comparison with the counterparts.

Can Schwartz Center Rounds support healthcare staff with emotional challenges at work, and how do they compare with other interventions aimed at providing similar support? A systematic review and scoping reviews

Objectives(i) To synthesise the evidence-base for Schwartz Center Rounds (Rounds) to assess any impact on healthcare staff and identify key features; (ii) to scope evidence for interventions with similar aims,...

Reflective Supervision for Social Work Field Instructors: Lessons Learned from Infant Mental Health

Reflective supervision is a specialized approach to supervision essential to infant mental health (IMH) practice, a relationship-based approach to working with infant and toddlers and their families. This unique approach to supervision is rooted in reflective practice, which has been cited as an important component of social work field and practice education (CSWE in Educational policy and accreditation standards, https://www.cswe.org/getattachment/Accreditation/Standards-and-Policies/2015-EPAS/2015EPASandGlossary.pdf.aspx , 2015; Bogo in Clin Soc Work J 43:317–324, 2015; Franklin in Clin Superv 30(2):204–214, 2011; Hendricks et al. in Learning to teach: teaching to learn, Council on Social Work Education Press, Alexandria, 2013). Borne out of the findings from a reflective practice training series for social work field instructors, a 9-month reflective supervision group was piloted for field instructors with a goal of enhancing the field instructors’ capacities for engaging their student interns in reflective practice. This reflective supervision group provided field instructors opportunities to engage in process-oriented group supervision, facilitated by a field director with a background in IMH, and focused on the field instructors’ supervision of social work interns. This paper describes how this unique field instructor supervision group supports field instructors’ use of the reflective practice capacities of curiosity, self-awareness, and use of parallel process. Specifically, an example of a field instructor’s use of the reflective supervision group to address a challenging field supervision experience illustrates the powerful role of reflective practice in enhancing and expanding a field instructor’s capacity to more fully support a social work intern’s professional development.

The Neuroanatomical Basis of Two Subcomponents of Rumination: A VBM Study.

Rumination is a trait that includes two subcomponents, namely brooding and reflective pondering, respectively construed as maladaptive and adaptive response styles to negative experiences. Existing evidence indicates that rumination in general is associated with structural and functional differences in the anterior cingulate cortex (ACC) and the dorsal lateral prefrontal cortex (DLPFC). However, conclusive evidence on the specific neural structural basis of each of the two subcomponents is lacking. In this voxel-based morphometry study, we investigated the independent and specific neural structural basis of brooding and reflective pondering in 30 healthy young adults, who belonged to high or low brooding or reflective pondering groups. Consistent with past research, modest but significant positive correlation was found between brooding and reflective pondering. When controlling for reflective pondering, high-brooding group showed increased gray matter volumes in the left DLPFC and ACC. Further analysis on extracted gray matter values showed that gray matter of the same DLPFC and ACC regions also showed significant negative effects of reflective pondering. Taken together, our findings indicate that the two subcomponents of rumination might share some common processes yet also have distinct neural basis. In view of the significant roles of the left DLPFC and ACC in attention and self-related emotional processing/regulation, our findings provide insight into how the potentially shared and distinct cognitive, affective and neural processes of brooding and reflective pondering can be extended to clinical populations to further elucidate the neurobehavioral relationships between rumination and prefrontal abnormality.

The relationship between design reflectivity and conceptions of informed design among high school students

ABSTRACTAlthough reflection is a key behaviour of expert designers, it is often a challenging task for new designers. In addition, research on the reflectivity of student designers is limited. The purpose of this study is twofold: (1) to identify the levels of reflectivity while designing, and (2) to study the relationship between reflectivity and conceptions of informed design. We collected data from high school students engaged in an engineering design project. We developed a coding protocol to score levels of reflectivity in student reflections at three levels (low, medium, and high), and used the conceptions of design test to assess changes in student understanding of design activities. Using Wilcoxon signed-rank tests, we determined if students tended to select more ‘key’ design activities and fewer ‘distractors’ within each reflection group. We also performed McNemar’s tests to determine which specific design activities were important within each reflection group after the design project. The results show moderately reflective students had higher gains in understanding of informed design activities compared to those with high or low reflectivity. Results also indicate that different design activities became important for students within each of the three reflective groups. Implications from this research indicate that groups of students experience changing conceptions of design in different ways. An understanding of what students deem important while designing would better allow teachers to encourage behaviours that are like those of informed designers.

Racial/Gender Biases in Student Clinical Decision-Making: a Mixed-Method Study of Medical School Attributes Associated with Lower Incidence of Biases.

Accumulating evidence suggests that clinician racial/gender decision-making biases in some instances contribute to health disparities. Previous work has produced evidence of such biases in medical students. To identify contextual attributes in medical schools associated on average with low levels of racial/gender clinical decision-making biases. A mixed-method design using comparison case studies of 15 medical schools selected based on results of a previous survey of student decision-making bias: 7 schools whose students collectively had, and 8 schools whose students had not shown evidence of such biases. Purposively sampled faculty, staff, underrepresented minority medical students, and clinical-level medical students at each school. Quantitative descriptive data and qualitative interview and focus group data assessing 32 school attributes theorized in the literature to be associated with formation of decision-making and biases. We used a mixed-method analytic design with standard qualitative analysis and fuzzy set qualitative comparative analysis. Across the 15 schools, a total of 104 faculty, administrators and staff and 21 students participated in individual interviews, and 196 students participated in 29 focus groups. While no single attribute or group of attributes distinguished the two clusters of schools, analysis showed some contextual attributes were seen more commonly in schools whose students had not demonstrated biases: longitudinal reflective small group sessions; non-accusatory approach to training in diversity; longitudinal, integrated diversity curriculum; admissions priorities and action steps toward a diverse student body; and school service orientation to the community. We identified several potentially modifiable elements of the training environment that are more common in schools whose students do not show evidence of racial and gender biases.

Learning Professionalism on the Touch-Line: Pedagogical Challenges and Recommendations

Context:Professionalism education is essential for the professional development and workplace readiness of allied health care students across the globe, but it presents a pedagogical challenge for educators. Students' understanding of professionalism varies at different educational stages and across different disciplines.Objective:To conceptualize professionalism education, with a particular focus on the sports environment, and to apply pedagogical frameworks to professionalism education in this field.Background:Traditional approaches to teaching professionalism have focused on role models; however, poor role modeling and the “hidden curriculum” present a threat to student professional development. Specific challenges to learning professionalism become apparent in the sports environment where students are exposed to cultures and practices that may be discordant with what is taught in the classroom.Synthesis:The idea of threshold concepts provides a useful pedagogical framework for conceptualizing the challenge of learning professionalism for students and can help to uncover the hidden curriculum. The evolving professional curriculum provides a framework for student professional development, focusing on developing students as reflective practitioners, skilled communicators, and collaborative team members. Students need to learn the skill of reflective practice, which can be facilitated through structured reflective models, reflective journal writing, and critical reflective group discussions. Creating opportunities for authentic reflection and discussion can facilitate students linking theory to real-world practice and help to make sense of their experiences.Recommendation(s) and Conclusion(s):Pragmatic recommendations for curriculum planning, teaching, and learning activities; stakeholder engagement; and research are proposed to develop professionalism education in the sports environment and to mitigate some risks presented by the hidden curriculum.

Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training

This paper proposes using video-supported reflection to facilitate EFL students’ reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’ reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Problems encountered by the students are identified and discussed in light of research and practice on how to support and enhance reflective learning.

ANALISIS KOMPONEN LANGUAGE KERANGKA KERJA ELPSA TERHADAP KEMAMPUAN MENGAJUKAN MASALAH MATEMATIKA SISWA SMP DITINJAU DARI GAYA BERPIKIR KOGNITIF

From the experience and observation of the author, during this learning of Mathematics generally only solve the problem alone, without familiarize the students to compile their own questions. So that students are less able to use their own language in solving the given problem. Language factor is less calculated as a possible one of the causal factors. ELPSA is a design/learning framework consisting of 5 component sequences, one of which is language. In learning ELPSA students are accustomed to asking productive and effective questions. This study aims to analyze the students' language skills in ELPSA learning design on the ability to issue Mathematical problems in terms of the cognitive thinking style. This study is a descriptive qualitative research. The subject of this research was conducted in class VIII SMP 1 Maluk. Its divided into two groups. With one group is given conventional learning and one group get learning using ELPSA design. The instrument used is Matching Familiar Figure Test (MFFT) to find out the type of cognitive style of each student and the Matter of Matter Problem Matter. Based on research that has been done, obtained results group of students reflective dominant than Impulsive students. In the student's ability to pose mathematical problems, Reflective student groups are better than Impulsive. While on the average score on the ability to solve Mathematics problems, Learning using ELPSA design is higher than learning without using ELPSA. That is, ELPSA learning design can help students develop language skills especially in raising math problems.