Reflective practice: a meaningful task for students |
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Authors: | Smith A Jack K |
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Affiliation: | School of Health and Social Care, University of Reading. e.a.smith@reading.ac.uk |
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Abstract: | AIMS: To ascertain whether students found reflection to be a meaningful activity, whether there are perceived benefits associated with reflective practice and whether it is a valid process on which to assess the outcomes of a course relating to the competencies of specialist practice. METHOD: The attitudes of students attending a one-year degree course were examined using a focus group interview and a web discussion board. The evaluation of the focus group interviews and web-based discussion postings are discussed. FINDINGS: Reflective writing is considered a key component of portfolio assessment because it provides evidence of skills development and increasing clinical competence. There was no consensus on whether or not reflection is a meaningful activity. The students' learning style is pertinent to their perception of the usefulness of reflection. CONCLUSION: The findings indicated the scepticism with which some students approached the task, but they also identified that reflection had a positive impact on the practice of students more able to embrace the process in a meaningful way. There is scope to extend this work to examine the use of reflection in developing the growing body of practice knowledge that underpins nursing. |
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