Reflective components in undergraduate mental health nursing curricula: some issues for consideration.
After reflective practice took nursing by storm 20 years ago it is timely to re-examine its influence and implementation on undergraduate teaching. Elements of reflection in relation to learning, matters that affect students and teachers in the classroom and on clinical placements, are reiterated. Interpersonal ethical concerns and issues associated with students' emotional responses to the situations on which they reflect also are considered. We have identified a number of elements that must be considered from both the student's and educator's perspectives to ensure safe and appropriate reflection activities are used in mental health-specific or non-specific undergraduate nursing subjects.
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore. michelle cleary@nuhs.edu.sg
Michelle
M
Cleary
Jan
J
Horsfall
Brenda
B
Happell
Glenn E
GE
Hunt
D001364:Awareness; D003479:Curriculum; D004506:Education, Nursing / Q000941:ethics; D056348:Emotional Intelligence; D004993:Ethics, Nursing; D005181:Faculty, Nursing; D006801:Humans; D024802:Nurse's Role; D009723:Nurse-Patient Relations / Q000941:ethics; D011340:Problem Solving; D011568:Psychiatric Nursing / Q000193:education* / Q000941:ethics