Goulet Marie-Hélène, Larue Caroline, Alderson Marie
Faculty of Nursing, Université de Montréal, Centre de Recherche de l'Institut Universitaire de Santé Mentale de Montréal (CRIUSMM), Montreal, Quebec, Canada.
Faculty of Nursing, Université de Montréal, CRIUSMM, Montreal, Quebec, Canada.
Nurs Forum. 2016 Apr;51(2):139-50. doi: 10.1111/nuf.12129. Epub 2015 Feb 2.
This paper reports on an analysis of the concept of reflective practice.
Reflective practice, a concept borrowed from the field of education, is widely used in nursing. However, to date, no study has explored whether this appropriation has resulted in a definition of the concept specific to the nursing discipline.
A sample comprised of 42 articles in the field of nursing drawn from the CINAHL database and 35 articles in education from the ERIC database (1989-2013) was analyzed.
A concept analysis using the method proposed by Bowers and Schatzman was conducted to explore the differing meanings of reflective practice in nursing and education.
In nursing, the dimensions of the concept differ depending on context. In the clinical context, the dimensions may be summarized as theory-practice gap, development, and caring; in training, as learning, guided process, and development; and in research, as knowledge, method, and social change. In education, the concept is also used in the contexts of training (the dimensions being development, deliberate review, emotions, and evaluation) and research (knowledge, temporal distance, and method). The humanist dimension in nursing thus reflects a use of the concept more specific to the discipline.
The concept analysis helped clarify the meaning of reflective practice in nursing and its specific use in the discipline. This observation leads to a consideration of how the concept has developed since its appropriation by nursing; the adoption of a terminology particular to nursing may well be worth contemplating.
本文报告了对反思性实践概念的分析。
反思性实践是一个从教育领域借鉴而来的概念，在护理中被广泛使用。然而，迄今为止，尚无研究探讨这种应用是否产生了特定于护理学科的概念定义。
分析了从CINAHL数据库中抽取的42篇护理领域文章样本以及从ERIC数据库（1989 - 2013年）中抽取的35篇教育领域文章。
采用鲍尔斯和沙茨曼提出的方法进行概念分析，以探讨反思性实践在护理和教育中的不同含义。
在护理中，该概念的维度因背景而异。在临床背景下，维度可概括为理论 - 实践差距、发展和关怀；在培训中，为学习、引导过程和发展；在研究中，为知识、方法和社会变革。在教育中，该概念也用于培训（维度为发展、刻意反思、情感和评估）和研究（知识、时间距离和方法）背景。因此，护理中的人文维度反映了该概念在该学科中更具体的应用。
概念分析有助于阐明反思性实践在护理中的含义及其在该学科中的具体应用。这一观察结果引发了对自护理采用该概念以来其如何发展的思考；采用特定于护理的术语很可能值得深思。
