Using Critical Reflective Inquiry to Enhance Reflection Among Acute Care Nurses

2.50
Hdl Handle:
http://hdl.handle.net/10755/308417
Category:
Abstract
Type:
Presentation
Title:
Using Critical Reflective Inquiry to Enhance Reflection Among Acute Care Nurses
Author(s):
Asselin, Marilyn E; Schwartz-Barcott, Donna
Lead Author STTI Affiliation:
Delta Upsilon
Author Details:
Marilyn E Asselin, PhD, RN-BC, masselin@umassd.edu; Donna Schwartz-Barcott, PhD, RN
Abstract:

Session presented on: Monday, November 18, 2013

Reflection, a learned skill involving complex critical thinking, is viewed as an essential component of professional practice. Several reflection models exist however, there is limited research on the use of any one model in practice.  Kim’s Critical Reflective Inquiry (CRI) Model offers a structured approach to reflection using question cues plus reflective narratives to guide the practitioner. Recently, the authors used Kim’s model in a study involving individual and group facilitated, structured reflection, to explore its use with staff nurses.  Nurses wrote a series of CRI narratives which illuminated problems they encountered when reflecting on clinical situations. Three research questions guided this descriptive study using qualitative content analysis to examine 21 CRI narratives from 6 experienced and practicing acute care nurses. How was each situation framed by the nurse? What major problems did the nurses encounter? In what ways did the CRI group discussion inhibit or facilitate reflection? Narratives were framed as problematic clinical situations but initially were not fully described and analyzed in great depth.  A major problem was that the nurses tended to become stalled in the process of reflecting.  For some, this was a holding onto the situation without further reflection for a considerable period of time (up to 2 years). For others, it was being stuck in their thinking and continually replaying the situation without being able to move beyond their current thinking towards a resolution. Additionally, for some the reflection evolved over time culminating in an intention to change practice. Group cohesiveness fostered in-depth, structured discussion leading to more comprehensive descriptions, critical analyzes and resolutions of the reflections. Implications include the recognition that reflection on one’s own may result in prolonged, stalled reflective thinking and may not be as productive as group discussion using CRI. CRI has the potential to enhance critical reflection in practice.
Keywords:
Nursing practice; Critical reflective inquiry; Reflection
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleUsing Critical Reflective Inquiry to Enhance Reflection Among Acute Care Nursesen_GB
dc.contributor.authorAsselin, Marilyn Een_GB
dc.contributor.authorSchwartz-Barcott, Donnaen_GB
dc.contributor.departmentDelta Upsilonen_GB
dc.author.detailsMarilyn E Asselin, PhD, RN-BC, masselin@umassd.edu; Donna Schwartz-Barcott, PhD, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308417-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p>Reflection, a learned skill involving complex critical thinking, is viewed as an essential component of professional practice. Several reflection models exist however, there is limited research on the use of any one model in practice.  Kim’s Critical Reflective Inquiry (CRI) Model offers a structured approach to reflection using question cues plus reflective narratives to guide the practitioner. Recently, the authors used Kim’s model in a study involving individual and group facilitated, structured reflection, to explore its use with staff nurses.  Nurses wrote a series of CRI narratives which illuminated problems they encountered when reflecting on clinical situations. Three research questions guided this descriptive study using qualitative content analysis to examine 21 CRI narratives from 6 experienced and practicing acute care nurses. How was each situation framed by the nurse? What major problems did the nurses encounter? In what ways did the CRI group discussion inhibit or facilitate reflection? Narratives were framed as problematic clinical situations but initially were not fully described and analyzed in great depth.  A major problem was that the nurses tended to become stalled in the process of reflecting.  For some, this was a holding onto the situation without further reflection for a considerable period of time (up to 2 years). For others, it was being stuck in their thinking and continually replaying the situation without being able to move beyond their current thinking towards a resolution. Additionally, for some the reflection evolved over time culminating in an intention to change practice. Group cohesiveness fostered in-depth, structured discussion leading to more comprehensive descriptions, critical analyzes and resolutions of the reflections. Implications include the recognition that reflection on one’s own may result in prolonged, stalled reflective thinking and may not be as productive as group discussion using CRI. CRI has the potential to enhance critical reflection in practice.en_GB
dc.subjectNursing practiceen_GB
dc.subjectCritical reflective inquiryen_GB
dc.subjectReflectionen_GB
dc.date.available2013-12-19T17:31:03Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:31:03Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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