Tashiro Junko, Shimpuku Yoko, Naruse Kazuko, Matsutani Miwako
St Luke's College of Nursing, Tokyo Kobe City College of Nursing, Hyogo, Japan.
Jpn J Nurs Sci. 2013 Dec;10(2):170-9. doi: 10.1111/j.1742-7924.2012.00222.x. Epub 2012 Aug 6.
The aim of this concept analysis was to describe attributes, antecedents, and consequences of reflection in nursing professional development, as well as surrogate terms and a model case to inform nursing educators, students, and nurses about developing reflective skills.
Rodgers' evolutionary cycle for concept analysis was used. The published work search was conducted using five databases: Education Resources Information Center (ERIC), Medline, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Ichushi, and British Nursing Index. The inclusion criteria were: (i) academic articles; (ii) written in English or Japanese; and (iii) including descriptions about reflection. From the pool of extant published work, 50 articles were selected for the thematic analysis.
For the concept of reflection in nursing professional development, four antecedents were identified: (i) theory and practice gap; (ii) expansion of the role and competency in nursing; (iii) educational and learning needs; and (iv) educational responsibility. The major attribute was the process of learning from experience, and the circular process included emotional reaction, description, internal examination, critical analysis, evaluation, and planning new action. The consequences were transforming new perspective, enhanced communication, professional development, and quality of care.
Reflection is used as a method or tool that connects knowledge and experiences. Through the process of reflection, students/nurses become aware of themselves, which helps them review and improve clinical skills. They also become more able to communicate with patients and colleagues. Reflection enhances self-directed learning and professional maturity. Nurses who use reflection can be better positioned to provide excellent patient care.
本概念分析的目的是描述护理专业发展中反思的属性、前因和后果，以及替代术语和一个典型案例，以便为护理教育工作者、学生和护士提供有关培养反思技能的信息。
采用罗杰斯的概念分析进化循环法。使用五个数据库进行已发表作品检索：教育资源信息中心（ERIC）、医学文献数据库（Medline）、护理及相关健康文献累积索引（CINAHL）、《医学中央杂志》（Ichushi）和《英国护理索引》。纳入标准为：（i）学术文章；（ii）用英语或日语撰写；（iii）包含有关反思的描述。从现有的已发表作品库中，挑选出50篇文章进行主题分析。
对于护理专业发展中的反思概念，确定了四个前因：（i）理论与实践差距；（ii）护理角色和能力的扩展；（iii）教育和学习需求；（iv）教育责任。主要属性是从经验中学习的过程，这个循环过程包括情感反应、描述、内心审视、批判性分析、评估和规划新行动。后果是转变新视角、加强沟通、专业发展和提高护理质量。
反思被用作连接知识和经验的一种方法或工具。通过反思过程，学生/护士能够认识自己，这有助于他们回顾和提高临床技能。他们也更有能力与患者和同事沟通。反思增强自我导向学习和专业成熟度。运用反思的护士能够更好地提供优质的患者护理。
