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Incorporating the service accomplishments into pre- registration curriculum to enhance reflective practice

Incorporating the service accomplishments into pre- registration curriculum to enhance reflective practice
Incorporating the service accomplishments into pre- registration curriculum to enhance reflective practice
Much emphasis is being placed on the importance of reflective practice as a means to ensure that practitioners are competent in their practice. It is therefore important to ensure that student nurses acquire these reflective skills as part of their development throughout pre-registration curricula. Although reflective practice is seen as a major part of curricula activity, the style in which reflection is advocated takes many different formats. Strategies for developing reflection which focus on outcomes for students can become subjective and fail to place healthcare practice within the context of social structures and values. This paper offers a framework for reflection that promotes an outlook which is both objective and subjective, based on Mezirow's six levels of reflection (as adapted by Powell 1989) and O'Brien's (1987) five service accomplishments. Focus of reflection within the wider context of society and healthcare policy should enable development of a practitioner who is both competent in practice and can analyse and evaluate their practice.
0260-6917
567-575
Astor, R
6588871c-975c-4d26-94f2-3d10c5d9de6a
Jefferson, H
6a729b11-1169-40a3-82f7-fd103ea67e89
Humphrys, K
ef0931e6-b05c-41e5-86ae-5b1ae386a0e6
Astor, R
6588871c-975c-4d26-94f2-3d10c5d9de6a
Jefferson, H
6a729b11-1169-40a3-82f7-fd103ea67e89
Humphrys, K
ef0931e6-b05c-41e5-86ae-5b1ae386a0e6

Astor, R, Jefferson, H and Humphrys, K (1998) Incorporating the service accomplishments into pre- registration curriculum to enhance reflective practice. Nurse Education Today, 18 (7), 567-575. (PMID:9887756)

Record type: Article

Abstract

Much emphasis is being placed on the importance of reflective practice as a means to ensure that practitioners are competent in their practice. It is therefore important to ensure that student nurses acquire these reflective skills as part of their development throughout pre-registration curricula. Although reflective practice is seen as a major part of curricula activity, the style in which reflection is advocated takes many different formats. Strategies for developing reflection which focus on outcomes for students can become subjective and fail to place healthcare practice within the context of social structures and values. This paper offers a framework for reflection that promotes an outlook which is both objective and subjective, based on Mezirow's six levels of reflection (as adapted by Powell 1989) and O'Brien's (1987) five service accomplishments. Focus of reflection within the wider context of society and healthcare policy should enable development of a practitioner who is both competent in practice and can analyse and evaluate their practice.

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More information

Published date: November 1998

Identifiers

Local EPrints ID: 175981
URI: http://eprints.soton.ac.uk/id/eprint/175981
ISSN: 0260-6917
PURE UUID: 1ccef800-7293-438f-bd4a-ce175de07b5c

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Date deposited: 02 Mar 2011 11:43
Last modified: 08 Jan 2022 14:34

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Contributors

Author: R Astor
Author: H Jefferson
Author: K Humphrys

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