Clinical innovation for promoting family care in paediatric intensive care: demonstration, role modelling and reflective practice. Journal of Family Nursing, 8(2), 96-135. Academic Medicine, 81(7), 638-644. What mental health/mental issues can you identify? When contemplating and responding to reflection questions it is important that you use terminology that can be easily understood and speaks to the experience. This Foundation of Nursing Studies. Psychosocial Rehabilitation journal, 16(4), 11. Allott, P., & Loganathan, L. (2002). Strategies such as Socratic (critical) questioning and reflections also may be offset by the power differential between the student writer and faculty evaluator. Strengths-based care? (2015). Guidelines for recovery-oriented practice: Hope. The engagement of teaching faculty in the review of student journals plays a key role in the advancement of student thought. What can’t you do? Allen, F. M., & Warner, M. (2002). What interventions might you offer? Schön, U.-K., Denhov, A., & Topor, A. Peer sharing. 10(2), pp 204-214. Social relationships as a decisive factor in recovering from severe mental illness. Meyer, E. C., Sellers, D. E., Browning, D. M., McGuffie, K., Solomon, M. Z., & Truog, R. D. (2009). This cascading skill is often seen as a hierarchy, though these same authors argue for the beneficial role that different levels of journaling play in nursing practice. Formulate your assessment using strengths-based, person-first language. (2009), Student Reflective Practice and Self-Care in Mental Health and Addiction Nursing Education. Mental illness? What can you do? In any case, educators seeking to support and promote the practice of recovery-oriented mental health care should (Meyer, Sellers, Browning, McGuffie, Solomon, & Truog, 2009): Reflective practice may occur in individual and group formats; as well as in writing, through interactive discussions or other means. Reflective practice and clinical outcomes: practitioners’ views on how reflective practice has influenced their clinical practice. Learning circles promote verbal reflection in an interactive manner and involve group discussion that allows participants to critically reflect on practices, promote growth and change, provide a safe, encouraging and empowering space where students can voice concerns, reflect on their practice, and collaborate with colleagues to learn and grow (RNAO, 2016e). Such journaling, as a form of reflective exercise, creates a safe space for students to critically analyze situations, consider theoretical perspectives and experiences allowing for further insight (Boud, D., Keogh, R., & Walker, D. 1985; Caldwell, L., 2013; Glaze, J. E., 2001). Hyrkäs, K., Paunonen Ilmonen, M., & TerttuTarkka, M.(2008).Teacher candidates’ reflective teaching and learning in a hospital setting–changing the pattern of practical training: a challenge to Growing into teacherhood. Reflection question: Are you critically examining your actions and experiences inorder to acquire a new understanding of the situation, and developing one’s practice and clinical knowledge? (2009). Create a safe and trustworthy learning environment. What don’t you know? Gottlieb, L. (2013). A short guide to reflective writing 7 Conclusion Reflection is a useful process even if you have not been set a specific reflective assignment. The following tools can be used to evaluate students in their understanding and application of selfreflective practice. What critical questions does this scenario raise? (1999). As a person who grew up an in environment where reflection is a part of the day-to-day activities, I could say that reflective writing improves ones perception and awareness of the things around you. Canadian Journal of Community Mental Health, 21(3), 13-33. Caldwell, L. (2013). Reflection: Turning experience into learning. Reflection, the way to professional development? Oxfard, UK:Blackwell Publishing Ltd. Leamy, M., Bird, V., Le Boutillier, C., Williams, J., & Slade, M. (2011). Confronting moral distress in nursing: recognizing nurses as moral agents. Nursing educational programs should ensure that adequate time, resources and opportunities (i.e., time, safe space, secure and confidential online forums) are provided to allow students to share and practice self reflection (RNAO, 2016e). Dignity. Registered Nurses’ Association of Ontario (RNAO). (2006). A handbook of reflective and experiential learning. Mental Health Commission of Canada. For more information, see Resources in this section. Johns, C. & Freshwater, D. (2009). What is your understanding of recovery oriented mental health care? A developmental model of health and nursing. Faculty act as facilitators and stimulators of student self-reflection aimed at offering care that is collaborative, strengths-based and recovery-oriented. Least confident? Teaching the McGill model of nursing and client-centred care: Collaborative strategies for staff education and development. The following approaches and tools may be used to support students to engage in ongoing critical reflection. Awareness of how this plays out in student journals is key, for “we as educators need to appreciate the concept of student/teacher entry negotiation and the power implicit in the game” (Harris, 2008). Reflection Vocabulary . What do you need to know in order to nurse effectively in this situation? Paget, T. (2001). Relational practice and nursing obligations Advances in Nursing Science, 30(3), 192–205. The importance of reflective practice in nursing. The following are thought-provoking and engaging learner questions that can be used to further discussions with nursing students regarding self-reflective practice. A., Petracca, F., & Back, A. What areas of practice do you feel most confident in? The collaborative partnership approach to care: A delicate balance. Conceptual framework for personal recovery in mental health: Systematic review and narrative synthesis. 66 (Spec):33-8. For more information, see Resources and Appendix E. Learning circles. Emphasize ethical and relational dimensions of care. A reflective essay on a course is a personal reflection on how the course affected the student. London: Routledge. Some authors suggest journaling is a learned skill that begins with descriptions of events and moving to more phenomenological descriptions about their perspectives and analysis of events (Usher, Francis & Tollefson, 2001). Journal of Clinical Nursing. Journaling. Since the early-mid 1990s, nurse education has embraced the notion of journaling as a way to move the theory of knowledge acquisition of student nurses in active practice. Interaction process recording and analysis (see, Lived client experience/family experience (see. Ensure a reflective practice component in summative coursework and evaluations; i.e., address application to practice versus testing rote (memorization based on repetition) knowledge/content with process recording assignment, responses to clinical scenarios and essay questions. Doane, Gweneth Hartrick & Varcoe, C. (2007). New York, NY: Springer Publishing Company. Fageberg, I., & Gustaffson, C. (2004). Toronto, ON: Elsevier Health Sciences. Carnevale, F. A. Journal of Clinical Nursing, 13, 217-280. To that end, student nurses have been asked to reflect on their practice in order to make the links between theory and practice and develop critical thinking skills (Epp, 2008), as well as to develop a professional identity (Shapiro, Kassman & Shaffer, 2006). What do you know? As such, reflective practice is considered among the most promising teaching and learning modalities for developing mental health nursing care. London: Kogan Page. Difficult conversations: Improving communication skills and relational abilities in health care. Response to video/film scenario or clinical scenarios: What are you seeing and hearing? International Journal of Caring Sciences, 6(3), 319. Journal of Advanced Nursing, 33(4), 503-511. (1993). What would be most helpful to you at this time/in this situation? Registered Nurses’ Association of Ontario (RNAO). Gottlieb, N.L., Feeley, N.& Dalton, C. (2005). Gordon, J., Macleod, A., & Mann, K. (2009). Recovery from mental illness: The guiding vision of the mental health service system in the 1990s. Revista Brasileira de Enfermagem. Fryer-Edwards, K., Arnold, R. M., Baile, W., Tulsky, J. Boud, D., Keogh, R., & Walker, D. (1985). Journal of Advanced Nursing, 38(2), 161-170. Many degrees involve assessed reflective writing. The International Journal of Social Psychiatry, 55(4) 336-347. (2013). Reflective teaching practices: an approach to teaching communication skills in a small-group setting. With the increased acuity of health care today, nurses with high level of knowledge and critical application of this knowledge in the lives of patients is key, and journaling is thought of as one way to achieve this objective. Other writers have used journaling to enhance reflexive practice. Design & Development - Cheeky Monkey Media, Reflective Practice Teaching activities and resources, Occupational Stress and Self-Care Teaching activities and resources, Mental Health Commission of Canada. What aspect of mental health/mental illness are you most interested in and why? All rights reserved. Guidance for critical reflection on practice development. (2015). With reflective essay writing, you will start to appreciate even the small things that surrounds you. There are multiple strategies for reflection that can assist nursing students to develop the requisite knowledge, skills and competence. Teaching nursing: Developing a student centred learning environment, 189–220. Tomlinson, P. S., Thomlinson, E., Peden McAlpine, C., & Kirschbaum, M. (2002). Pugnaire-Gros, C., & Young, L. (2007). These questions can be used either to stimulate discussion, engage students in critical thinking or be tied to class assignments and/or reflection exercises. Discovering hope for recovery from a British perspective: A review of literature. Reflective essays analyze the course material theories, core concepts and ideas presented by the instructor and then summarizes the writer's feelings about the material. The following are teaching and learning activities that can be employed in the classroom to further support nurses in the integration of theory, principles and best practices related to reflective practice. Inclusion. This is to allow you to Strengths-based nursing care: Health and healing for person and family. Promote self regulation and critical reflection by including a student self-evaluationcomponent. Technology to support self-reflection. Reflection and reflective practice in health professions education: a systematic review, 14(4), 595-621. What are your beliefs, ideas and experiences regarding mental health? London: FoNS. ON: Author. The following are teaching and learning activities that can be employed in the classroom to further support nurses in the integration of theory, principles and best practices related to reflective practice. Copyright 2017 RNAO. Reflective practice is a dynamic process that integrates theory with application thereby bridging the gap between professional knowledge and the demands of real-world practice (Tomlinson., Thomlinson, Peden-McAlpine & Kirschbaum, et al.,2002). Faculty should engage in “learning together” approach in which they actively engage with students in the process of critical reflection and thinking about diverse clinical situations. (2016). Pediatric Critical Care Medicine, 10(3), 352-359. Peer sharing is the use of partnership dyads to allow for sharing of clinical experiences, strengthening of confidence and clinical reasoning, providing student support and socialization and increased autonomy, accountability, responsibility and self-confidence (RNAO, 2016e). Activity 3(b): Identify features of a reflection Linking your situation to ideas from the literature (rather than just quoting or paraphrasing it) produces higher quality reflective writing.Read the same reflection and note where literature is integrated into the reflection. Transforming nursing through reflective practice. Communications via text message, online journaling, and listening to health-care stories via podcasts to generate reflections can be used as innovative strategies to promote dialogue and reflection. What specific challenges are you facing in your nursing studies and practice? Person/family-centred care? Importance of Reflective Writing. (2013). Anthony, W. A. How would you describe the person/family? It helps you to make sense of and learn from your experiences. The British Journal of Psychiatry, 199(6), 445-452. Moon, J. Below are some insights, common words and phrases that you can incorporate into your reflection pieces. What are their strengths? Course is a useful process even if you have not been set a specific assignment! ( 2005 ) D. ( 2009 ) from mental illness: the guiding vision of the mental health E. circles! Information, see Resources in this situation time/in this situation pugnaire-gros, C., & Young, L. 2007! And clinical outcomes: practitioners ’ views on how reflective practice know in order nurse! Experience/Family experience ( see, Lived client experience/family experience ( see, Lived client experience/family experience see. Helpful to you at this time/in this situation, 21 ( 3 ), 503-511 contemplating and responding reflection., engage students in critical thinking or be tied to class assignments reflection... 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