Exploring new nurse teachers' perception and understanding of reflection: an exploratory study.
Reflection and the development of reflective practitioners are integral in many nursing programmes. This study set out to explore new lecturers' perception and understanding of reflection and how well they are preparing nurses to be reflective practitioners. Using a mixed method, new lecturers appointed to the school of nursing within the last 18 months were questioned using a semi-structured questionnaire. Participants were recruited from the purposeful sample and two focus groups interviews were carried out. Data analysis revealed five major themes: (1) perceived lack of efficacy in teaching reflection; (2) skills required for reflection: (3) reflection in the curriculum: (4) strategies used in teaching reflection and (5) educators preparation. It is suggested that new lecturers need more preparation in the highly complex skill of reflection in order to facilitate the reflective learning process in their students. The use of more overt and innovative ways of facilitating reflection in the nursing curriculum is advocated.
School of Nursing, Faculty of Health and Social Care, University of Salford, Frederick Road, Salford, UK. m.e.braine@salford.ac.uk
Mary E
ME
Braine
D004506:Education, Nursing; D005181:Faculty, Nursing; D017144:Focus Groups; D006801:Humans; D007858:Learning; D011795:Surveys and Questionnaires; D013850:Thinking