Reflection and critical incident analysis: ethical and moral implications of their use within nursing and midwifery education.
Despite the dearth of rigorous empirical investigation, reflection and reflective practice have become buzz words in nursing and midwifery education. Reflection and critical incident analysis may be tools which can facilitate the integration of theory and practice. It is proposed that in the absence of explicit and thorough preparation of lecturers and students, together with very careful curriculum planning, these activities may be counter-productive or even harmful. In the absence of structure, reflection and associated critical incident analysis may lead to student disaffection or, worse, the potential for actual psychological disturbance. Empirical studies on the use of identified models of reflection and critical incident analysis are urgently needed to assist nursing and midwifery lecturers and students to achieve predictable learning outcomes for this potentially valuable activity.
Rich
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University of Greenwich, School of Health, London.
Parker
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DL
D001291:Attitude of Health Personnel; D030881:Disclosure; D004506:Education, Nursing / Q000379:methods*; D036262:Empirical Research; D004993:Ethics, Nursing; D007400:Interprofessional Relations; D007600:Judgment; D008880:Midwifery / Q000193:education*; D009732:Nursing Care / Q000592:standards; D011340:Problem Solving; D018794:Problem-Based Learning; D012944:Social Support; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching / Q000379:methods*; D013850:Thinking; D014342:Truth Disclosure; D006113:United Kingdom; D035642:Whistleblowing