title: Guided reflection: a discussion of the essential components.
abstract: 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.
authors.affiliation: Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin.
authors.forename: Anita
authors.initials: A
authors.lastname: Duffy
mesh_terms: 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