Faculty of Health and Life Sciences, Oxford Brookes University, Marston, Oxford OX3 0FL, United Kingdom.
Nurse Educ Today. 2012 Jul;32(5):e8-13. doi: 10.1016/j.nedt.2011.10.007. Epub 2011 Nov 8.
This study sought to increase the understanding of the concept of reflection within nursing. The research focused on the social construction of reflection through a post-registration, palliative care programme in the United Kingdom (UK).
An interpretive ethnographic approach was used to study reflection from the perspective of students and teachers, whilst paying attention to local organisational, contextual and cultural issues.
Data collection included: observations of teaching and learning interactions, interviews, extracts from programme documentation and student reflective learning contracts (RLCs).
Findings identified a learning culture committed to reflection as a valuable way of helping nurses make sense of their practice. Similar to Barnett's (1997) concept of 'critical being', students and teachers described reflection as a way of 'being' rather than simply 'thinking' or 'doing', since reflection intertwined propositional, affective and active elements. This process of reflective 'being' was connected with a humanistic approach to nursing, which emphasises the importance of actively using and expressing oneself in order to care for people.
This paper contributes empirical knowledge on the meaning of reflection in nursing regarding: teachers' and students' perspectives, reflection as a way to make sense of practice, and reflection as a way of 'being' and its association with humanistic nursing.
本研究旨在加深对护理专业中反思概念的理解。研究通过在英国（英国）的注册后姑息治疗项目，关注反思的社会构建。
采用解释性民族志方法，从学生和教师的角度研究反思，同时关注当地的组织、背景和文化问题。
数据收集包括：教学互动观察、访谈、项目文件摘录和学生反思性学习合同（RLC）。
研究结果确定了一种致力于反思的学习文化，认为反思是帮助护士理解实践的一种有价值的方式。与巴尼特（1997 年）的“批判存在”概念类似，学生和教师将反思描述为一种“存在”的方式，而不仅仅是“思考”或“做”，因为反思交织了命题、情感和主动元素。这种反思性“存在”的过程与人文主义护理方法相关联，强调积极运用和表达自我以关心他人的重要性。
本文对护理专业中反思的意义提供了经验知识，包括：教师和学生的观点、反思作为理解实践的一种方式，以及反思作为一种“存在”的方式及其与人文护理的关联。
