Dye (2005, p.1) suggest that “the process of reflection guides the student to the areas of strength and weakness and directs them to acquire additional knowledge.” In order to aid refection and thereby enhance nursing practice, the following reflective protocol will be adopted for the BSc in General Nursing.
In stage 1, within the module Foundations for General Nursing Practice, students will be introduced to the concept of reflection prior to entry to the clinical area. Students will be given guidance on the domains of competence and academic literature to enhance the reflective experience. Following the student’s exposure to the clinical area, on return to college, students will participate in a structured group discussion on reflection. The focus of this discussion will be based on student’s reflection using a recognized reflective model.
This reflective piece will take the form of a formative assessment. Each student must write a short account of his/her experience and be prepared to discuss this experience(s). This will be a small group discussion and will be facilitated by two lecturers. Guidance for the reflective practice discussions for the BSc (Hons) in General Nursing is detailed on page 133.
In stage 2, reflection is included within the module Cardiovascular and Respiratory Nursing.
Prior to entry to the clinical area, the concept of reflection will be re-visited and students will be given guidance on the written reflective piece which they will complete while in the clinical area. As in stage 1, this will highlight the domains of competence and academic literature to augment the reflective experience. Students will be asked to reflect on an experience that had a significant impact on them, and will record this in writing. This reflective piece will take the form of a formative assessment. Following the clinical experience, within the module Neurological and Endocrine Nursing, students will participate in a structured group discussion on their reflections, using a recognized reflective model.
Each student will be given the opportunity to discuss his/her own experience. The will be a small group discussion and will be facilitated by two lecturers.
In stage 3, students will be required to maintain a reflective log, using the Mahara e-portfolio software. The domains of competence and academic literature will be used to support students’ reflections. Students will work in small groups of 4/5, and each students will contribute three reflective entries to Mahara. Only this group of students and the assigned lecturers will have access to the reflective work on Mahara. The purpose of using Mahara is to facilitate peer reflection among this group of students. On return to the college this group of 4/5 students will select one or two pertinent reflective entries for group discussion and reflection, this will be facilitated by two lecturers. This reflective piece will take the form of a formative assessment. Reflection will be facilitated within the module Palliative Care and End of Life Care.
In stage 4, semester 1, reflection is included within the module Nursing the Acutely Ill Adult.
Students will maintain a reflective log while on clinical placement using the Mahera e-portfolio. As in stage 3, students will work in groups of 4/5 and will select relevant entries for reflection. The focus on this reflective work is focusing on the student’s ability to critically analyse an experience which had a significant impact on them. Reference to the literature and to the domains of competence will support student’s reflection. This reflective piece will take the form of a formative assessment. The group/peer discussions will consist of 4/5 students, and will be facilitated by two lecturers, on students return to college.
In stage 4, semester 2 (internship) students will be required to reflect on topics such as clinical reasoning, patient management, multi-disciplinary team, or topics that the student considers important in the context of their internship. Reference to the literature and to the domains of competence will support student’s reflection. Student’s reflective thinking will be augmented and consolidated by means of the protected reflective time afforded to students during their internship. This will take the form of peer reflection. Peer reflection will be facilitated in the clinical area by CPC’s and visiting lecturers.
Learning Outcome THEORY CLINICAL Assessment
STAGE 1
Knowledge and comprehension
Through reflection the student will demonstrate a cognisance of their own strengths and limitations, in relation to professional
knowledge, skills and attitudes and work under the supervision of their preceptor, at dependant participant level, to address areas for
improvement.
Midwifery 1
Introduction to Reflection and Reflective Practice.
Linking theory to practice Structured group discussion on a reflective question(s) on return
Clinical 1 - Summative Assessment
Structured on-line reflective question(s) that the student undertakes independently when on clinical placement.
Midwifery 1 - Formative Assessment
*The same question is discussed generically within the student group on return to college to facilitate peer learning and link theory to practice.
STAGE 2
Application
Through reflection the student will begin to evaluate their own strengths and limitations, in relation to professional knowledge, skills and attitudes and work under the supervision of their preceptor, at supported participant level, to address areas for improvement.
Midwifery 2
Critique of models used within reflection
Linking theory to practice Structured group discussion on a reflective question(s) on return from clinical placement*
Clinical 2 - Summative Assessment
Structured on-line reflective question(s) that the student undertakes independently when on clinical placement.
Midwifery 2 - Formative Assessment
*The same question is discussed generically within the student group on return to college to facilitate peer learning and link theory to practice.
STAGE 3
Analysis and Synthesis
Through reflection the student will evaluate their own strengths and limitations, in relation to professional knowledge, skills and attitudes and work in partnership with their preceptor, at advanced participant level, to address areas for improvement.
Midwifery 3
Critically review of the benefits and challenges or reflective practice Linking theory to practice Structured group discussion on a reflective question(s) on return from clinical placement*
Clinical 3 - Summative Assessment
Structured on-line reflective question(s) that the student undertakes independently when on clinical placement.
Midwifery 3 - Formative Assessment
*The same question is discussed generically within the student group on return to college to facilitate peer learning and link theory to practice.
STAGE 4
Evaluation
Through reflection the student will critically evaluate their own strengths and limitations, in relation to professional knowledge, skills and attitudes and work in partnership with their preceptor, at proficient level, to address areas for improvement.
Midwifery 4
Consolidation and embodiment of reflective practice
Linking theory to practice Structured group discussion on a reflective question(s) on return from clinical placement*
Clinical 4 - Summative Assessment
Structured on-line reflective question(s) that the student undertakes independently when on clinical placement.
Midwifery 4 - Formative Assessment
*The same question is discussed generically within the student group on return to college to facilitate peer learning and link theory to practice.