Jasper M A
School of Health and Social Care, University of Portsmouth, St James Hospital, UK.
Nurse Educ Today. 1999 Aug;19(6):452-63. doi: 10.1054/nedt.1999.0328.
Reflective writing is increasingly becoming a feature of professional practice as nurses seek to provide evidence of their continuing development and competence. This study reports the process and findings of a study using grounded theory to explore how nurses are using and developing writing techniques as a tool for facilitating and supporting their development in practice. Two focus group interviews were conducted with 12 experienced nurses completing a professional course which involved reflective writing as the assessment component over a calendar year. These interviews generated the broad base of concepts and categories which direct the later stages of a grounded theory study. These preliminary categories suggest that firstly, the skills of reflective writing need to be learnt rather than being assumed as a natural capacity; secondly, that this leads to the acceptance of writing as a learning strategy in its own right; thirdly, reflective writing is considered to be a tool which helps the practitioner to develop analytical and critical abilities; finally, the nurses identified their own personal, as well as professional growth as being facilitated by reflective writing. Lincoln and Guba's (1985) criteria for establishing rigour in qualitative studies, and Strauss and Corbin's (1990) criteria for judging a grounded theory study are used as benchmarks throughout the paper.
随着护士们寻求提供自身持续发展和能力的证据，反思性写作越来越成为专业实践的一个特点。本研究报告了一项运用扎根理论的研究过程及结果，该研究旨在探索护士如何将写作技巧作为一种工具，用以促进和支持他们在实践中的发展。研究对12名经验丰富的护士进行了两次焦点小组访谈，这些护士正在完成一门专业课程，该课程在一整个日历年中都将反思性写作作为评估内容。这些访谈产生了广泛的概念和类别基础，指导着扎根理论研究的后续阶段。这些初步类别表明，首先，反思性写作的技巧需要学习，而不能被视为一种天生的能力；其次，这导致将写作本身视为一种学习策略而被接受；第三，反思性写作被认为是一种有助于从业者培养分析和批判性能力的工具；最后，护士们认为反思性写作促进了他们个人以及专业上的成长。在整篇论文中，林肯和古巴（1985年）关于在定性研究中确立严谨性的标准，以及施特劳斯和科尔宾（1990年）关于评判扎根理论研究的标准被用作基准。
