Exploring new nurse teachers' perception and understanding of reflection: An exploratory study.

Braine, ME

Abstract

Reflection and the development of reflective practitioners are integral
in many nursing programmes. This study set out to explore new lecturers’ perception
and understanding of reflection and how well they are preparing nurses to be
reflective practitioners. Using a mixed method, new lecturers appointed to the
school of nursing within the last 18 months were questioned using a semi-structured
questionnaire. Participants were recruited from the purposeful sample and two
focus groups interviews were carried out.
Data analysis revealed five major themes: (1) perceived lack of efficacy in teaching
reflection; (2) skills required for reflection: (3) reflection in the curriculum: (4)
strategies used in teaching reflection and (5) educators preparation.
It is suggested that new lecturers need more preparation in the highly complex
skill of reflection in order to facilitate the reflective learning process in their students.
The use of more overt and innovative ways of facilitating reflection in the
nursing curriculum is advocated.

Citation

Braine, M. (2009). Exploring new nurse teachers' perception and understanding of reflection: An exploratory study. Nurse Education in Practice, 9(4), 262-270. https://doi.org/10.1016/j.nepr.2008.008

• Journal Article Type: Article
• Publication Date: Jan 1, 2009
• Deposit Date: Apr 26, 2011
• Journal: Nurse Education in Practice
• Print ISSN: 1471-5953
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 9
• Issue: 4
• Pages: 262-270
• DOI: https://doi.org/10.1016/j.nepr.2008.008
• Publisher URL: http://dx.doi.org/10.1016/j.nepr.2008.08.008