Reflective Practice Model Research Articles

A systematic scoping review on group non-written reflections in medical education

BackgroundMedical education is tasked with shaping how medical students and physicians think, feel and act as professionals, or their Professional Identity Formation (PIF). This process has traditionally rested upon imparting knowledge; integrating sociocultural, professional and organizational expectations and codes of conduct; inculcating program and practice beliefs, values and principles (belief systems); and imbuing shared identities – quintessential elements that, together, comprise the socialization process. Key to supporting this socialization process is reflective practice. However, regnant approaches to mobilizing reflective cycles are faced with resource, personnel and time constraints, hindering efforts to nurture PIF. Group non-written reflections (GNWR) – broadly defined as facilitator-led discussions of shared reflective experiences within groups of learners – may prove to be an effective compromise. To address diverse approaches and a lack of effective understanding, we propose a systematic scoping review (SSR) to map the current use of GNWR in medical training and its role in shaping PIF.MethodsGuided by the Systematic Evidence-Based Approach (SEBA)’s constructivist ontological and relativist epistemological position, this SSR in SEBA searched for articles on GNWR published in PubMed, Embase, Psychinfo, CINAHL, ERIC, ASSIA, SCOPUS, Google Scholar, Open Grey, GreyLit and ProQuest databases. The data found was concurrently analyzed using thematic and direct content analysis. Complementary themes and categories identified were combined, creating the domains that framed the discussion.ResultsOf the 8560 abstracts and 336 full-text articles reviewed, 98 articles were included. The four domains identified were: (1) Indications of use and their value; (2) Structure and how they can be used; (3) Models of reflective practice in GNWR; and (4) Features of communities of practice and the socialisation process.ConclusionThis SSR in SEBA concludes that GNWR does impact PIF when effectively structured and supported. The Krishna-Pisupati Model for PIF platforms a model that explains GNWR’s effects of PIF and advances fourteen recommendations to maximize GNWR use.

Deep learning in teacher professional development using Goethean phenomenology: a self-study

ABSTRACT While teacher professional development (PD) has the potential to improve pedagogy and student learning, multiple factors contribute to its effectiveness. Research has identified supports and barriers which can influence the success or failure of PD initiatives at each stage of the process. Despite progress, many PD programmes are ineffective and do not always result in meaningful and enduring changes. In the trajectory from PD planning to implementation, the relationship between content presented and content accepted by teachers is critical. Yet there is a gap in the literature in terms of what teachers report actually happens around their PD learning. Studies focus largely on intended PD and less on teacher perceptions of PD experiences. This self-study explored the potential of using Goethean phenomenology as a novel approach for understanding and capturing the teacher/researcher’s perceptions of their own learning. The study focussed on a series of PD sessions in drama education using the author’s personal experiences as data. Findings highlight key supports and barriers to teacher learning of PD material. Goethe’s method is shown to be a useful model for teacher reflective practice, an effective framework for deep learning, and a powerful tool for elucidating teachers’ lived experiences of their PD learning.

Development of wellbeing among school learners through positive pedagogy

Keeping in view the growing psychological concerns among young children, the educational community is now recognizing the value of positive psychology in helping children learn, capitalize on their strengths, increase resilience, and prepare them for life. Positive education, as an applied area of positive psychology, tries to achieve these goals while providing a joint venture for collaboration among the various stakeholders in school education. The present paper is analytical in nature and focuses on the concept of positive pedagogy and its delineation in the existing literature. It also introduces the idea of integrating two well-known models (the PERMA model of wellbeing and the 5E model of experiential learning) with Brookfield's reflective practice model in order to impart wellbeing-rich content in the classroom. This integration aligns with the fundamentals of positive pedagogy and offers a systematic approach to integrating it into the teaching and learning process. Furthermore, the identification of distinct positive psychological interventions used by various positive education programs throughout the world has shed light on positive pedagogy. By taking into account the current status and associated challenges with the idea of positive pedagogy, several suggestions that may guide future advancements in the field of positive education and, more specifically, in positive pedagogy have been made in the article.

Undergraduate Translation Courses: Students' Perceptions at Prince Sattam Universities

The primary goal of this research was to investigate students' perceptions of translation classes in the English language department at Prince Sattam bin Abdulaziz University. The obtained data underwent fundamental analysis to determine students' concerns and identify components needing alteration to align with their learning objectives. According to the study, students developed an intellectual inclination, focused on recent discoveries, and were motivated to learn more about translation. They comprehended the course's learning objectives, believed it enhanced their professional development, and found it to meet their expectations. Students gained knowledge of translation concerns and key concepts, along with proficiency in translation processes and problem-solving techniques. According to students, the course was thorough, with an appropriate workload, fair evaluation, clear test requirements, and valuable feedback. They appreciated open communication, interaction with tutors, and collaborative problem-solving in translation challenges. The study suggests investigating students' impressions of web-based distance learning courses and how these attitudes evolve during translation courses. Recommendations include faculty training and incentives to participate. This training would assist instructors in becoming more familiar with the material and building effective teaching strategies. It would also guide academics in applying their own research and/or clinical practice, serving as a model for students' reflective practice. It is recommended that students hear from graduates currently applying this knowledge. Finally, future research may focus on translation programs at other universities in Saudi Arabia.

Revising the guide for reflective practice: problems and readiness

ABSTRACT This article provides a revision, further clarification, and minor updates to the published Guide for Reflective Practice (GRP). As an executive editor for a journal that uses the GRP as an author guide, I recognize the need to continually modify and update the guide to keep it relevant. First, based upon recent published work on reflective orientation, a reflective readiness section was added. Next, through coaching faculty on its use, I have noticed the need to provide greater clarity on how to identify, define, and articulate problems of practice, so further clarification is provided on this section of the GRP. Lastly, minor updates to the guide since its last publication are provided. Recommendations for future research include creating ancillary material to explain difficult concepts in the working ideas, evaluation of ideas, and decision sections; additional research on reflective readiness, such as examining the role of practical and spiritual disciplines in enhancing the attitudes for reflection; and developing a Dewey-based model for reflective practice as a research method.

A Contextualized Reflective Practice Model: Responding to EFL Teachers’ Needs

A Contextualized Reflective Practice Model: Responding to EFL Teachers’ Needs

Listening to children's voices: reflections on methods, practices and ethics in researching with children using zoom video interviews

PurposeThe purpose of this research was to reflect on the enablers, challenges and ethical considerations in conducting qualitative research with young children using online methods. The aim was to suggest recommended practices to be put in place for researchers conducting online focus groups and interviews with young children.Design/methodology/approachThis research article explores the use of Zoom video conferencing as a tool to collect qualitative data with young children in Singapore, as an alternative to face-to-face interviews. Taking a child-centred participatory approach, children shared their perspectives of their experiences of child agency in school and at home through their drawings, pictures and dialogue in online group interviews. Schon's model of reflective practice was used to guide the researchers' process of reflections during the research project.FindingsScreen sharing and real-time nature of interactions of Zoom video conferencing enabled building of rapport and children's narratives to be developed while group size and the effect of parental influence provided challenges and ethical issues that needed to be addressed in the research process. Researcher withitness emerged as an essential quality in successful engagement of children in an online focus group discussion.Research limitations/implicationsOnline video conferencing platforms like Zoom provide a powerful alternative tool for participatory research with children. It challenges researchers to share control of the interactions and data collection process with children. However, parental interference and effect on data may present itself as a research limitation if not navigated well.Practical implicationsGroup size of the focus group has an impact on children's engagement levels and wait time for their turn to speak during group interviews. While parents' presence during the online interview ensured child safety and a comforting presence for the child, parents should also understand their role in the study to avoid interfering with the data collection process.Social implicationsThe Zoom platform resembled onsite interviews' spontaneity of exchanges which allowed the researchers to build rapport with children through small-talk and icebreaker activities. Establishing personal connections and building of trust were essential elements in ensuring children were comfortable participating in the interviews. Observing real-time behaviour and body language of children also allowed for indication of withdrawal of consent and participation by the children.Originality/valueThis research adds new insights to the emerging discussions on collecting data from children via online video platforms with suggestions of new strategies and recommendations to overcome challenges, as well as future implications and potential of using Zoom as an alternative tool for participatory research with children. This research conducted in Singapore provides an Asian context and is different from current literature on this topic, largely focused on western countries' reports.

Reflection in Professional Practice and Education in Engineering, Nursing, and Teaching

Background: Critical reflection is an essential curricular component for learning from experience that determines placement quality in postsecondary experiential learning placements. However, there are poor empirical connections between the use of critically reflective processes and learning outcomes. Purpose: This research explored reflective processes professionals use in their practice and how these processes compare with the reflective activities postsecondary instructors in professional faculties use during experiential learning. Methodology/Approach: This collective case study used focus group interviews, field notes, and professional grey literature to examine the research questions. Findings/Conclusions: Professional training programs must align their reflective practices with more integrated and holistic models of reflective practice to better mirror the professional skills demanded in professional practice contexts. Professionals in context-laden professional environments should integrate reflective activities into their practice based on emergent, iterative, and cocreative models that are more like their lived realities at work. Reflective practices which better fit and mirror these lived realities may lead to better connections between reflective activities and work outcomes. Implications: Professional environments are complex, dynamic, and affected by contextual factors. New integrated and holistic models of reflective experience should replace the separated, stepwise, or automatic models that have guided reflective practices in the past.

Obstacles to a Favorable Attitude Towards Reflective Practices in Preservice Teachers in Training

<p style="text-align: justify;">Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward reflection have not been sufficiently researched. This article aims to describe the obstacles to a positive attitude toward reflection in pedagogy students according to their teachers. This study is qualitative with an interpretive approach for which an instrumental case study was conducted with 15 university teachers in six Chilean regions. The results show that both inter-institutional conditions negatively affect attitudes, as well as the lack of models of reflective practice, insufficient teaching, the way teacher reflection is evaluated, and the barriers to reflective practice in schools. The results indicate the need to intentionally teach pedagogical reflection practices and help to recognize its benefits for teaching.</p>

Development and evaluation of a de-escalation training intervention in adult acute and forensic units: the EDITION systematic review and feasibility trial.

Development and evaluation of a de-escalation training intervention in adult acute and forensic units: the EDITION systematic review and feasibility trial.

Action replay role-play: promoting social work students’ communication skills through video enhanced reflective practice

ABSTRACT This article evaluates a collaboration between social work academics and educational psychologists using Video Enhanced Reflective Practice (VERP) to support the development of social work students’ communication and interpersonal skills. VERP is a strengths-based model of reflective practice and professional development that involves a specific method of video reflection to enhance individuals’ capacity for ‘attuned interactions’. An adapted model of VERP was implemented with first year UK-based undergraduate social work students during a ‘Readiness for Direct Practice’ module. The project was evaluated with a focus on eliciting the views of the students on how using the approach had affected their development of communication skills. The findings, based on a qualitative analysis of students’ self-reflection forms and a focus group, indicate the potential of this model for developing students’ awareness of the micro-skills involved in sensitive, attuned interactions, and building their confidence and sense of agency in using these skills. Potential benefits and limitations of using VERP in social work education and practice are discussed.

Building Practitioner Resilience

It is widely agreed that Indonesia is currently one of the fastest growing economies in the world, and with this growth has come the inevitable ‘internationalisation’ of the educational market, driven by investment, foreign aid, and trade agreements. Additionally, the Indonesian vocational and further education marketplace faces several challenges, risks, and vulnerabilities which make it necessary to integrate resilience development as a key component of future engagement practice. Technological change, economic instability, limited resources and emerging environmental and social challenges all weigh heavily on an emerging economy. Meaningful engagement therefore requires integrating resilience, so institutions can foster a culture of adaptability and flexibility. However, the content and conduct of imported models of engagement have been shown to lack the requisite local cultural sensitivity and therefore are having an unintended negative impact on educational practice (Allais, 2014). Whilst much of the substance of these imported models is delivered with good intention, there is a level of cultural inappropriateness, and this means that programs lack traction in the Indonesian milieu. In this article, the authors reflect on the deployment of the meaningful practice intervention model (Fairman, 2018) within a specified project, which is the creation of an industry-led vocational training system for the logistics and supply chain sector for Indonesia. In following this issue, the paper examines the approach, outcomes, initial design and relevant inclusion practices currently used in the education area in order to highlight a more culturally appropriate way forward for industry-led interventions, particularly in Occupational Standards and training systems design. The investigation also critically analyses the lessons learned and the changes required to assist any future foreign-designed capability development programs. The researchers critically examine their project using Driscoll’s (2007) Reflective Practice model, in order to better understanding what went well and what could be improved, paying particular relevance to donor-funded programs and the deployment of the meaningful practice intervention model.

How to organise and run Schwartz rounds.

Schwartz rounds are a group-based model of reflective practice originally designed to assist medical staff to develop more compassion in their care. The aim of Schwartz rounds is to help healthcare professionals such as nurses 'reconnect' with why they first entered the caring profession. • Schwartz rounds are designed to assist multidisciplinary healthcare professionals with the emotional, social and ethical aspects of caregiving. • Schwartz rounds can also be used to support resilience training and boost workforce morale. • The use of Schwartz rounds can assist nurses to understand the moral challenges they may encounter while caring for patients. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article might help you organise Schwartz rounds in your clinical area. • How you could use this information to educate your colleagues about Schwartz rounds.

Reflective Transition Practice Model: The New Graduate Registered Nurse.

Reflection is a strategy that may enhance transition into practice for the new graduate registered nurse (NGRN). If introduced in the early stages of practice, reflection can be used as a tool to continuously evaluate and improve practice. A theory synthesis of Meleis' transition theory and Schon's reflective practice model was developed to support reflection as a tool for new nurses transitioning into the role of professional nurses. Reflection has the potential to improve the NGRNs' perception of their role, decrease feelings of disconnectedness, and improve patterns of response.

Transforming teaching towards plurilingualism: contributions from reflective practice and a sociocultural approach

ABSTRACT This article presents a theoretical and methodological approach for transforming teaching education toward plurilingualism. We analyzed data from a formative intervention, based on a sociocultural-based teacher education approach. By using the models of reflective practice and double stimulation, we supported 10 language teachers to reconceptualize their practice into more plurilingual models. Findings show how the process of transformation toward plurilingualism takes place through three cognitive moves that teachers come up with to resolve contradictions. We conclude that sociocultural-based teacher education models can play an important role in supporting teachers reconceptualize their practices and thus, allow for professional development.

Anchoring social care and social work practice in structured reflection: introducing a model of group reflective practice

ABSTRACT This paper explores the provision of a psychoanalytically informed reflective practice space to a multi-disciplinary social care and social work team in Ireland. The reflective model is closely aligned to the Tavistock’s Work Discussion Group (WDG). The authors explore the selection and preparation of a case and case presentation by one of the authors. This paper examines this process, what it looks and feels like, showing with supporting theory, how refined engagement with case material offers an opportunity for deep thought and reflection. The paper draws on Bion’s concept of ‘attacks on linking’ referring to a phenomenon that occurs when intolerable experiences sever the capacity to think. Facilitated group reflection offered emotional containment to the worker and supported a deeper understanding of his complex connection with and understanding of one foster family. This experiential paper is written in support of the potential for reflective practice spaces.

Promoting Professional Development in Language Teaching through Reflective Practice

Teachers’ reflection on the teaching-learning process is valuable in stimulating successful lesson delivery and maximize students’ engagement in their learning. In a broader sense, reflective practice is one of the lifelong learning skills, which takes a pivotal role in teacher professional development. However, teachers often encounter challenges in conducting reflective practice activities due to the lack of systemized understanding of reflective practice. Based on that, this paper aims at providing a succinct review of reflective practice in terms of definitions, effectiveness, types, models of reflective practice, and concerns in language teaching through research-based evidence. Furthermore, some suggestions are made for both teachers and educators to encourage varied reflective practice formats, which would promote teacher professional development.

A conceptual model of students' reflective practice for the development of employability competences, supported by an online learning platform

PurposeIn a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.Design/methodology/approachWhen studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.FindingsThis resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.Research limitations/implicationsFuture research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.Practical implicationsThe conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.Originality/valueThis is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

Assessment and Clinical Decision-Making During Imminent Death in Hospice Music Therapy

Assessment is a critical aspect of treatment planning, and while there exist standards for facilitating music therapy assessments in a variety of clinical settings, no such standards exist for music therapists in hospice and palliative care. This gap in knowledge, which limits music therapists' ability to provide patients and caregivers best practices promoting supported movement through the dying process, becomes particularly problematic when assessing patients who are imminently dying with a 24-72 hour prognosis. To further develop and define assessment and clinical decision-making processes used by music therapists in hospice and palliative care, the authors used a constructivist grounded theory and situational analysis methodology to analyze interviews of 15 hospice music therapists. The resulting theoretical model describes an ongoing process of assessment and clinical decision-making shaped by participants' individual epistemologies. Epistemologies were comprised of 5 ways of knowing, which were termed experiential, personal, musical, ethical, and integral, and provided participants critical foundations for their practice. The results support a development of a model for reflective practice as well as continued research on epistemological foundations of clinical practice.

Visual limitations do not indicate poor quality of life: reflections by future eye care professionals

ABSTRACT This paper describes a study analysing eye care professional students’ written reflections following their engagement with clients with low vision conditions. By embedding a reflective practice model (Schon’s reflection-in-action and reflection-on-action) within a higher education curriculum, students’ assumptions and beliefs were challenged. Analysis of fifty-two reflective essays were analysed using the Braun and Clarke’s 6-phase process for inductive thematic analysis. This generated three themes: (i) Students’ perceptions that visual limitations do not necessarily equate to a poorer quality of life; (ii) Extrinsic and intrinsic influences affect patient care; and (iii) Eye care professionals’ role expands to holistic care. An additional outcome of this study supports embedding reflective practice activities within the curriculum. By providing students with a platform to reflect and challenge their assumptions, may have the potential to enhance their understanding and improve future practice.