Karpa Jane V, Chernomas Wanda M
Brandon University, Winnipeg Campus, MB, Canada.
Int J Nurs Educ Scholarsh. 2013 Aug 24;10:/j/ijnes.2013.10.issue-1/ijnes-2012-0040/ijnes-2012-0040.xml. doi: 10.1515/ijnes-2012-0040.
Psychiatric nursing, in various parts of the world, including regions of Canada, is recognized as a distinct nursing profession. In psychiatric mental health nursing practice, reflection is considered a foundational skill given the relational nature of nurses' therapeutic work. Communicating the significance of reflection for practice to students and teaching this intangible skill is challenging for educators. The purpose of this qualitative study was to explore with psychiatric mental health nurse educators their views on how they develop reflective practitioners. Participants' perspectives and experiences in teaching reflective practice were captured in four themes: building the use of self as an agent of change, building skills of reflection/building the habit of reflection, building a bridge between theory and practice, and building a continuing reflective practice - from student to practitioner. Recommendations include a systematic incorporation of reflection into a curriculum and creating supportive learning environments that facilitate the development of reflective practitioners.
在世界各个地区，包括加拿大的一些地区，精神科护理被公认为是一个独特的护理专业。在精神科心理健康护理实践中，鉴于护士治疗工作的人际关系性质，反思被视为一项基本技能。向学生传达反思对于实践的重要性并教授这项无形技能，对教育工作者来说具有挑战性。这项定性研究的目的是与精神科心理健康护理教育工作者探讨他们对如何培养反思型从业者的看法。参与者在教学反思实践中的观点和经验体现在四个主题中：将自我作为变革推动者加以运用、培养反思技能/养成反思习惯、在理论与实践之间架起桥梁以及建立持续的反思实践——从学生到从业者。建议包括将反思系统地纳入课程，并营造支持性的学习环境，以促进反思型从业者的培养。
