Guided reflection: a discussion of the essential components.
Guided reflection offers practitioners the confidence to analyse and confront their practice with a critical companion in a safe environment. It is well documented that this process has the potential to liberate practitioners from oppressive constraints of practice. When guided reflection works well the consequences are manifold; however, in the author's experience the practice has raised some critical questions for novice guides willing to supervise students' clinically based reflections. Questions from guides have emerged, such as: Where do we start? How do reflectors choose their guide? What happens if things go wrong? In this article, four practical steps for guides beginning guided reflection are suggested.
Duffy
Anita
A
Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin.
D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration; D017408:Guidelines as Topic; D006301:Health Services Needs and Demand; D006801:Humans; D007400:Interprofessional Relations; D007494:Ireland; D008611:Mentors / Q000523:psychology; D016294:Models, Nursing; D024802:Nurse's Role / Q000523:psychology*; D009736:Nursing Process / Q000458:organization & administration*; D009745:Nursing, Supervisory / Q000458:organization & administration*; D011231:Preceptorship / Q000458:organization & administration*; D012647:Self-Assessment; D013850:Thinking