Mallik M
School of Nursing and Midwifery, Faculty of Medicine and Health Sciences, Queens Medical Centre, Nottingham, UK.
Nurse Educ Today. 1998 Jan;18(1):52-63. doi: 10.1016/s0260-6917(98)80035-x.
The potential to improve patient/client care, stimulate the personal and professional growth of the practitioner and help close the theory practice gap has provoked much discussion in the nursing literature on the benefits of reflection on practice. In order to examine recent developments in this area, a study tour, supported by the Florence Nightingale Foundation, was conducted in Australia and the UK during the spring and summer of 1995. Using an illuminative case study approach, data collected demonstrated that although reflective practice was fully endorsed by the nursing profession in Australia, and there were excellent examples of reflective practice in use, the continued growth of the reflective practice movement appeared to be threatened by the rationalization of both clinical and theoretical education in the universities. Issues around methods of encouraging reflection in students focused on ethical use of journals, the levels of reflection developed and the outcome effectiveness of reflective learning. Although it is recommended that the nursing profession continue to endorse developments in reflective practice in the UK, it is also necessary to encourage both process and outcome evaluations of its effects on the development of the individual nurse and on the ensuing quality of health care delivery.
改善患者/客户护理、促进从业者个人和职业成长以及帮助弥合理论与实践差距的潜力，引发了护理文献中关于实践反思益处的诸多讨论。为了考察该领域的最新发展，1995年春夏期间，在弗洛伦斯·南丁格尔基金会的支持下，开展了一次赴澳大利亚和英国的考察之旅。采用启发式案例研究方法，收集到的数据表明，尽管反思性实践在澳大利亚得到护理专业的充分认可，且有反思性实践的优秀实例在使用，但反思性实践运动的持续发展似乎受到大学临床和理论教育合理化的威胁。围绕鼓励学生反思的方法的问题集中在期刊的道德使用、所形成的反思水平以及反思性学习的结果有效性上。尽管建议英国护理专业继续支持反思性实践的发展，但也有必要鼓励对其对个体护士发展以及随之而来的医疗保健服务质量的影响进行过程和结果评估。
