Model Of Structured Reflection Research Articles

Reflections on Reflective Practice among Pre-Hospital Emergency Care Practitioners in Ireland.

<p><strong>Background</strong></p><p>This paper examines the level of engagement of Irish pre-hospital emergency care practitioners with reflection and reflective practice. It also explores the attitudes of practitioners to reflection and to methodologies designed to support reflective practice such as reflective discussion and video-assisted structured reflection. Finally it outlines the main barriers to reflection, both individually and collaboratively, and reflective practice gaining widespread acceptance as key learning strategies among pre-hospital emergency care practitioners and educators in Ireland.</p><p><strong>Methodologies</strong></p><p>This paper is part of a larger project which consisted of three cycles of action research. Data was collected via an online survey questionnaire, and by conducting a series of semi-structured interviews with various stakeholders. These included all three clinical levels of pre-hospital emergency care practitioners and educators from emergency service providers, private ambulance services, and voluntary organisations.</p><p><strong>Findings</strong></p><p>Many practitioners consider themselves to be reflective practitioners. However, very few of them use a structured model of reflection. Reflection, and reflective practice are not part of the education standards for practitioners in Ireland, and consequently receive very little attention in most education programmes. Practitioners within voluntary organisations perceived that reflective practice was encouraged by their organisation in greater numbers than those from other organisations. Collaborative forums were perceived to be beneficial, although concerns were raised about their potential for abuse and misuse. These concerns appear to emanate from a lack of trust within certain organisations.</p><p><strong>Recommendations</strong></p><p>Reflective practice to be included in the education standards for all levels of practitioners in Ireland. Develop and roll-out an education programme for existing practitioners regarding reflection, reflective learning, reflective practice, and structured models of reflection, as part of their CPC requirements. Provide education for all EMS course faculty regarding reflection, reflective learning, reflective practice, and structured models of reflection. A learning contract for all participants and faculty, including a confidentiality agreement, must be in place prior to the establishment of any collaborative forums. Further research to explore the reasons for lack of trust within organisations should be undertaken. Further research is recommended to explore the reasons for the disparity of opinion between volunteer and professional organisations regarding the encouragement of reflective practice.</p>

Pediatric Nurses Acknowledging Praxis: Recognizing Caring in Reflective Narratives

Nurses are identified as caregivers, but caring and the work of nursing are often difficult to describe. This study explored caring within pediatric nursing practice, specifically how reflective narrative can be used to capture the essence of caring within practice. How nurses revealed praxis in the narratives is also explicated. Nine nurses’ narratives were analyzed by the participants using Johns’s (2009) model for structured reflection (MSR). Researchers then analyzed the narratives to identify the common themes of caring. Seven themes emerged: normalizing the environment, creating sacred space, being rooted in compassion, the art of being present, establishing trust-caring, coaching the family as caregiver, and inspiration for the future.

Pediatric Nurses Acknowledging Praxis: Recognizing Caring in Reflective Narratives

Nurses are identified as caregivers, but caring and the work of nursing are often difficult to describe. This study explored caring within pediatric nursing practice, specifically how reflective narrative can be used to capture the essence of caring within practice. How nurses revealed praxis in the narratives is also explicated. Nine nurses' narratives were analyzed by the participants using Johns's (2009) model for structured reflection (MSR). Researchers then analyzed the narratives to identify the common themes of caring. Seven themes emerged: normalizing the environment, creating sacred space, being rooted in compassion, the art of being present, establishing trust-caring, coaching the family as caregiver, and inspiration for the future.

Reflective Account of a Significant Event in Practice: A Student ODP's Perspective

This is an account of a significant event that occurred in clinical practice. The incident highlights issues that can arise from a breakdown of verbal and non-verbal communication between members of staff. It also demonstrates how professional conduct and effective team working can overcome such breakdowns to elicit a positive outcome. Using Johns (2009) model of structured reflection (MSR), this article reflects on the student operating department practitioner's (ST/ODP) role as anaesthetic support, exploring the impact on the care received by the patient, whilst examining the ethico-legal (governing body and legislation) considerations involved. Furthermore, the ST/ODP proposes to identify environmental and intra-operative factors that are potentially damaging to the patient's well being, through understanding the principles of negligence, emphasising clinical governance, vicarious liability and risk management issues.

Reflections on the Use of Johns’ Model of Structured Reflection in Nurse-Practitioner Education

This article examined the use of Johns’ model of structured reflection as a teaching strategy in nurse-practitioner education. Structured reflection provided students with the opportunity for retrospective analysis of clinical interactions to gain a greater sense of self-awareness. This increased self-awareness enabled the students to be more honest and present in their interactions. Thus, structured reflection provided a useful framework for students to uncover their caring potential within the human health experience.