Supporting students in practice: An exploration of reflective groups as a means of support.
Evidence suggests that student nurses need to share their personal responses to practice by describing their feelings and experiences. These experiences are often accompanied by a degree of stress. Whilst reflection may enhance students' learning in practice there is little evidence to support the degree of support they may obtain from this process. The study considered the use of reflective groups for adult branch pre-registration students whilst they were undertaking clinical placements. Focus groups were held in which first and third year student nurses were asked to discuss their perceptions of the reflective groups. A thematic analysis of the data revealed that the groups were perceived to be useful on several levels and the students identified different needs depending on their stage of training. They perceived that the sessions helped them to cope with the overwhelming demands of the clinical environment and altered their perspectives on situations. They commented on the skills of the facilitators in enabling them to see issues from a variety of perspectives and guiding them to new insights and the confidential nature of the sessions was valued.
Manning
Anne
A
School of Community and Health Sciences, City University, London, UK. A.Manning@city.ac.uk
Cronin
Patricia
P
Monaghan
Angela
A
Rawlings-Anderson
Karen
K
D003142:Communication; D004508:Education, Nursing, Baccalaureate; D017144:Focus Groups; D006126:Group Processes; D006801:Humans; D010379:Peer Group; D013338:Students, Nursing / Q000523:psychology*