JNPD
Journal for Nurses in Professional Development & Volume 31, Number 3, 138Y144 & Copyright B 2015 Wolters Kluwer Health, Inc. All rights reserved.
Exploring Problems Encountered Among Experienced Nurses Using Critical Reflective Inquiry Implications for Nursing Professional Development Marilyn E. Asselin, PhD, RN-BC
ƒ
Donna Schwartz-Barcott, PhD, RN
This study explored problems encountered by nurses using critical reflective inquiry to examine clinical situations and the impact of group discussion on the reflective process. Secondary qualitative analysis of 19 reflective situations, rom a reflection continuing education program, revealed that nurses had problematic pauses in reflection and were stuck in cyclical self-questioning. Peer group discussion prompted deeper reflection. Experienced nurses may need assistance to enhance the comprehensiveness, depth, and scope of reflection on practice situations.
INTRODUCTION Reflection has gained importance as a critical aspect of clinical practice (Freshwater, Taylor, & Sherwood, 2008). In addition, there has been growing acknowledgement of it as a complex process (Schon, 1991). The main focus of research to date has been on the kind of situations and problems reflected upon, factors fostering, and benefits of reflection (Begat & Severinson, 2001; Dunniece & Slevin, 2000; Gustafsson & Fagerberg, 2004; Mantzoukas & Jasper, 2004; Riley, Beal, & Lancaster, 2007; Teekman, 2000). More recently, researchers have begun to describe and investigate the process of reflection itself (Asselin, Schwartz-Barcott, & Osterman, 2013). Reflection also has become a point of focus as a teachingY learning strategy for nursing students in baccalaureate education (Ruth-Sahd, 2003; Taylor, Freshwater, Sherwood, & Esterhuizen, 2008) with some limited use with novice nurses transitioning into practice (Kuiper, 2002; Taylor et al., 2008). Dube and Ducharme (2014) evaluated the effects of a reflective practice intervention on attitudes, knowledge, and interventions regarding older patients. However, little attention Marilyn E. Asselin, PhD, RN-BC, is Associate Professor, College of Nursing, University of Massachusetts Dartmouth. Donna Schwartz-Barcott, PhD, RN, is Professor, College of Nursing, University of Rhode Island, Kingston. The authors declare no conflicts of interest. ADDRESS FOR CORRESPONDENCE: Marilyn E. Asselin, 437 Knotty Oak Road, Coventry, RI 02816 (e
Journal for Nurses in Professional Development & Volume 31, Number 3, 138Y144 & Copyright B 2015 Wolters Kluwer Health, Inc. All rights reserved.
Exploring Problems Encountered Among Experienced Nurses Using Critical Reflective Inquiry Implications for Nursing Professional Development Marilyn E. Asselin, PhD, RN-BC
ƒ
Donna Schwartz-Barcott, PhD, RN
This study explored problems encountered by nurses using critical reflective inquiry to examine clinical situations and the impact of group discussion on the reflective process. Secondary qualitative analysis of 19 reflective situations, rom a reflection continuing education program, revealed that nurses had problematic pauses in reflection and were stuck in cyclical self-questioning. Peer group discussion prompted deeper reflection. Experienced nurses may need assistance to enhance the comprehensiveness, depth, and scope of reflection on practice situations.
INTRODUCTION Reflection has gained importance as a critical aspect of clinical practice (Freshwater, Taylor, & Sherwood, 2008). In addition, there has been growing acknowledgement of it as a complex process (Schon, 1991). The main focus of research to date has been on the kind of situations and problems reflected upon, factors fostering, and benefits of reflection (Begat & Severinson, 2001; Dunniece & Slevin, 2000; Gustafsson & Fagerberg, 2004; Mantzoukas & Jasper, 2004; Riley, Beal, & Lancaster, 2007; Teekman, 2000). More recently, researchers have begun to describe and investigate the process of reflection itself (Asselin, Schwartz-Barcott, & Osterman, 2013). Reflection also has become a point of focus as a teachingY learning strategy for nursing students in baccalaureate education (Ruth-Sahd, 2003; Taylor, Freshwater, Sherwood, & Esterhuizen, 2008) with some limited use with novice nurses transitioning into practice (Kuiper, 2002; Taylor et al., 2008). Dube and Ducharme (2014) evaluated the effects of a reflective practice intervention on attitudes, knowledge, and interventions regarding older patients. However, little attention Marilyn E. Asselin, PhD, RN-BC, is Associate Professor, College of Nursing, University of Massachusetts Dartmouth. Donna Schwartz-Barcott, PhD, RN, is Professor, College of Nursing, University of Rhode Island, Kingston. The authors declare no conflicts of interest. ADDRESS FOR CORRESPONDENCE: Marilyn E. Asselin, 437 Knotty Oak Road, Coventry, RI 02816 (e
