2.50
Hdl Handle:
http://hdl.handle.net/10755/162211
Category:
Abstract
Type:
Presentation
Title:
Contribution of Reflexive Practice to the Development of Nursing Competence
Author(s):
Saintonge, Line
Author Details:
Line Saintonge, Professeure, Universite de Sherbrooke, Sherbrooke, Quebec, Canada, email: Line.Saintonge@USherbrooke.ca
Abstract:
Introduction: The contribution of the reflexive approach to the development of nursing competence was documented. This study was based on the hypothesis that if students and not just supervisors were trained in reflexive practice, the impact of the reflexive approach would be greater in both their internships and their professional lives. Objectives: 1) Describe the evidence of reflexivity in students during their internships and in real work situations; 2) identify the facilitators and obstacles to the use of this practice. Method: Using an ethnographic qualitative approach, the evidence of reflexivity was documented in ten students who had been taught the reflexive approach prior to their internships. The audiotapes from two one-hour semi-directed individual interviews were analyzed. One of the interviews covered their internship experiences and the other their work experiences. Results: The applications of reflexivity reported by the students before, during and after care are divided into three main categories : descriptive analysis of the situations, critical review of these situations, and lessons for the future. Conclusion: The results will enhance interns' training and foster the use of reflexive practice throughout their professional lives.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2009
Conference Name:
CASN Nursing Research Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Moncton, New Brunswick, Canada
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleContribution of Reflexive Practice to the Development of Nursing Competenceen_GB
dc.contributor.authorSaintonge, Lineen_US
dc.author.detailsLine Saintonge, Professeure, Universite de Sherbrooke, Sherbrooke, Quebec, Canada, email: Line.Saintonge@USherbrooke.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162211-
dc.description.abstractIntroduction: The contribution of the reflexive approach to the development of nursing competence was documented. This study was based on the hypothesis that if students and not just supervisors were trained in reflexive practice, the impact of the reflexive approach would be greater in both their internships and their professional lives. Objectives: 1) Describe the evidence of reflexivity in students during their internships and in real work situations; 2) identify the facilitators and obstacles to the use of this practice. Method: Using an ethnographic qualitative approach, the evidence of reflexivity was documented in ten students who had been taught the reflexive approach prior to their internships. The audiotapes from two one-hour semi-directed individual interviews were analyzed. One of the interviews covered their internship experiences and the other their work experiences. Results: The applications of reflexivity reported by the students before, during and after care are divided into three main categories : descriptive analysis of the situations, critical review of these situations, and lessons for the future. Conclusion: The results will enhance interns' training and foster the use of reflexive practice throughout their professional lives.en_GB
dc.date.available2011-10-27T09:58:58Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:58:58Z-
dc.conference.date2009-
dc.conference.nameCASN Nursing Research Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationMoncton, New Brunswick, Canadaen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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