A Smith1, K Jack. 1. School of Health and Social Care, University of Reading. e.a.smith@reading.ac.uk
Abstract
AIMS: To ascertain whether students found reflection to be a meaningful activity, whether there are perceived benefits associated with reflective practice and whether it is a valid process on which to assess the outcomes of a course relating to the competencies of specialist practice. METHOD: The attitudes of students attending a one-year degree course were examined using a focus group interview and a web discussion board. The evaluation of the focus group interviews and web-based discussion postings are discussed. FINDINGS: Reflective writing is considered a key component of portfolio assessment because it provides evidence of skills development and increasing clinical competence. There was no consensus on whether or not reflection is a meaningful activity. The students' learning style is pertinent to their perception of the usefulness of reflection. CONCLUSION: The findings indicated the scepticism with which some students approached the task, but they also identified that reflection had a positive impact on the practice of students more able to embrace the process in a meaningful way. There is scope to extend this work to examine the use of reflection in developing the growing body of practice knowledge that underpins nursing.
AIMS: To ascertain whether students found reflection to be a meaningful activity, whether there are perceived benefits associated with reflective practice and whether it is a valid process on which to assess the outcomes of a course relating to the competencies of specialist practice. METHOD: The attitudes of students attending a one-year degree course were examined using a focus group interview and a web discussion board. The evaluation of the focus group interviews and web-based discussion postings are discussed. FINDINGS: Reflective writing is considered a key component of portfolio assessment because it provides evidence of skills development and increasing clinical competence. There was no consensus on whether or not reflection is a meaningful activity. The students' learning style is pertinent to their perception of the usefulness of reflection. CONCLUSION: The findings indicated the scepticism with which some students approached the task, but they also identified that reflection had a positive impact on the practice of students more able to embrace the process in a meaningful way. There is scope to extend this work to examine the use of reflection in developing the growing body of practice knowledge that underpins nursing.
Authors: Cecilia M Plaza; Jolaine Reierson Draugalis; Marion K Slack; Grant H Skrepnek; Karen Ann Sauer Journal: Am J Pharm Educ Date: 2007-04-15 Impact factor: 2.047