Communities of reflection in nurse education programs: A qualitative multi-methods study.

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  • Author(s): Andersen HE;Andersen HE; Toubøl AG; Toubøl AG
  • Source:
    Nurse education today [Nurse Educ Today] 2024 Sep; Vol. 140, pp. 106293. Date of Electronic Publication: 2024 Jun 22.
  • Publication Type:
    Journal Article; Research Support, Non-U.S. Gov't
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Churchill Livingstone Country of Publication: Scotland NLM ID: 8511379 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-2793 (Electronic) Linking ISSN: 02606917 NLM ISO Abbreviation: Nurse Educ Today Subsets: MEDLINE
    • Publication Information:
      Original Publication: [Edinburgh, Scotland] : Churchill Livingstone,
    • Subject Terms:
      Qualitative Research* ; Students, Nursing*/psychology ; Faculty, Nursing*/psychology ; Focus Groups*/methods ; Preceptorship*/methods; Humans ; Education, Nursing, Baccalaureate/methods ; Female ; Interviews as Topic/methods
    • Abstract:
      Background: Nursing students often face challenges reconciling theoretical concepts with clinical realities. This study examines a novel concept 'Communities of Reflection' designed and tested to enhance coherency between theory and practice. The concept involves reflection groups comprising students, preceptors, and faculty during clinical placements.
      Aim: To examine the meaning of 'Communities of Reflection' regarding the coherency between theory and practice as perceived by the involved participants.
      Method: A qualitative multi-methods approach involved nursing students, preceptors, and faculty members who participated in 'Communities of Reflection.' Data collection methods included interviews, focus groups, written reflections, and observations.
      Findings: The content analysis revealed that 'Communities of Reflection' facilitate a shared engagement in nursing, fostering a deeper level of reflection. Creating a safe space and embracing vulnerability are key aspects of this shared engagement.
      Conclusion: 'Communities of Reflection' offer a valuable framework for promoting coherency between theory and practice. It appears to be crucial to students' outcomes that a well-established, equitable theory-practice partnership is the solid foundation, acknowledging that emotions can serve as a catalyst for the development of professional expertise.
      Competing Interests: Declaration of competing interest None.
      (Copyright © 2024 Elsevier Ltd. All rights reserved.)
    • Contributed Indexing:
      Keywords: Coherency; Faculty members: learning; Nursing; Nursing students; Preceptors; Qualitative studies; Reflection; Theory-practice partnership
    • Publication Date:
      Date Created: 20240627 Date Completed: 20240713 Latest Revision: 20240810
    • Publication Date:
      20240812
    • Accession Number:
      10.1016/j.nedt.2024.106293
    • Accession Number:
      38936042