Clarke Nicola M
Birmingham City University, School of Nursing and Midwifery, Department of Mental Health and Learning Disabilities, City South Campus, 123 Bevan House, Westbourne Road, Edgbaston B15 3TN, United Kingdom.
Nurse Educ Today. 2014 Sep;34(9):1219-24. doi: 10.1016/j.nedt.2014.05.017. Epub 2014 Jun 8.
Reflection and reflective practice has become a key issue for curriculum development within nurse education, particularly mental health nursing. The Nursing and Midwifery Council has linked the demonstration of reflective skills to clinical competence to gain entrance onto the professional register. However, despite a significant volume of literature on reflection there is a paucity of research evidence regarding how nurse educators teach mental health nursing students to reflect and become effective reflective practitioners and, little research exploring experiences of staff and students engaged in reflection for teaching and learning purposes. A person-centred enquiry was undertaken to explore staff and student perceptions and understanding of reflection in the context of the undergraduate pre- and post-registration mental health nursing diploma programme, utilising a framework involving four focus groups and conducted in a university setting. The findings from the discussions that took place within the focus group setting produced a new model and an extended description of reflection together with non-prescriptive recommendations aimed at enhancing teaching practice.
反思与反思性实践已成为护理教育（尤其是心理健康护理教育）课程开发中的一个关键问题。护理与助产士委员会已将反思技能的展示与临床能力挂钩，以获得进入专业注册的资格。然而，尽管有大量关于反思的文献，但关于护理教育工作者如何教授心理健康护理专业学生进行反思并成为有效的反思性实践者的研究证据却很少，而且几乎没有研究探讨工作人员和学生为教学目的而进行反思的经历。本研究采用以人为主的调查方法，利用一个包含四个焦点小组的框架，在大学环境中探讨本科注册前和注册后心理健康护理文凭课程背景下工作人员和学生对反思的认知和理解。焦点小组讨论的结果产生了一个新的反思模型和对反思的扩展描述，以及旨在加强教学实践的非规定性建议。
