Evaluation of Use of Narrative and Reflection as Educational Strategies to Enhance Praxis

2.50
Hdl Handle:
http://hdl.handle.net/10755/159398
Type:
Presentation
Title:
Evaluation of Use of Narrative and Reflection as Educational Strategies to Enhance Praxis
Abstract:
Evaluation of Use of Narrative and Reflection as Educational Strategies to Enhance Praxis
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2003
Author:Regan, Mary
Contact Address:CON, 3760 Rosewood Lane North, Plymouth, MN, 55441, USA
The limited effectiveness of traditional educational strategies in promoting clinical nursing expertise is attributed to a gap between theory and practice. Use of narrative and reflection are new educational strategies designed to bridge that gap. Use of narrative is believed to be an effective strategy because they contain practice exemplars that provide learners with situational understandings that link theory with practice. Reflection is effective because it prompts post hoc critique of practice for the purpose of informing future action. The purpose of this study was to explore the use of narrative to teach nursing theory and personal reflection on practice. The research question was: How do experienced nurses reflect on their practice following participation in a workshop that used narrative and reflective strategies to facilitate understanding of the principles of patient focused care (PFC)? The qualitative design included a hermeneutic method to analyze written and oral narratives produced by nine study participants following participation in a continuing education workshop. Participants were instructed to write a journal about their clinical experiences and then were interviewed about the material in their journals. Transcripts of the interviews and journal entries were analyzed to identify nursing actions representing examples of PFC as presented in the workshop. The analysis identified three reflective strategies used by the participants to structure knowing and guide action; namely critical reflection: the panoramic view, reflection: filtered vision, and reflexive: the shuttered lense. Each method of reflection adjusted the perspective used to identify the unique aspects of a situation and cognitively filter situational information in order to know what was needed and how to act in a given clinical situation. Most notably, participants who engaged in critical reflection to structure knowledge in practice situations showed the highest propensity for patient-centered decision making. Findings from this study represent new knowledge about the processes of critical reflection and add to the growing body of literature addressing the effectiveness of new teaching techniques in nursing education. AN: MN030018
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEvaluation of Use of Narrative and Reflection as Educational Strategies to Enhance Praxisen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159398-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Evaluation of Use of Narrative and Reflection as Educational Strategies to Enhance Praxis </td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Regan, Mary</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">CON, 3760 Rosewood Lane North, Plymouth, MN, 55441, USA</td></tr><tr><td colspan="2" class="item-abstract">The limited effectiveness of traditional educational strategies in promoting clinical nursing expertise is attributed to a gap between theory and practice. Use of narrative and reflection are new educational strategies designed to bridge that gap. Use of narrative is believed to be an effective strategy because they contain practice exemplars that provide learners with situational understandings that link theory with practice. Reflection is effective because it prompts post hoc critique of practice for the purpose of informing future action. The purpose of this study was to explore the use of narrative to teach nursing theory and personal reflection on practice. The research question was: How do experienced nurses reflect on their practice following participation in a workshop that used narrative and reflective strategies to facilitate understanding of the principles of patient focused care (PFC)? The qualitative design included a hermeneutic method to analyze written and oral narratives produced by nine study participants following participation in a continuing education workshop. Participants were instructed to write a journal about their clinical experiences and then were interviewed about the material in their journals. Transcripts of the interviews and journal entries were analyzed to identify nursing actions representing examples of PFC as presented in the workshop. The analysis identified three reflective strategies used by the participants to structure knowing and guide action; namely critical reflection: the panoramic view, reflection: filtered vision, and reflexive: the shuttered lense. Each method of reflection adjusted the perspective used to identify the unique aspects of a situation and cognitively filter situational information in order to know what was needed and how to act in a given clinical situation. Most notably, participants who engaged in critical reflection to structure knowledge in practice situations showed the highest propensity for patient-centered decision making. Findings from this study represent new knowledge about the processes of critical reflection and add to the growing body of literature addressing the effectiveness of new teaching techniques in nursing education. AN: MN030018</td></tr></table>en_GB
dc.date.available2011-10-26T21:58:40Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:58:40Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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