Explaining the Concept of Learning Based on Reflection in Clinical Education: Scoping Review
DOI:
https://doi.org/10.22317/jcms.v7i6.1109Keywords:
Reflection, Clinical education, Scoping Review, Nursing, Theoretical ModelAbstract
Objective: This study was conducted with the aim of theoretically explaining the concept of reflection in medical science education in texts and identifying the dimensions and characteristics of education based on reflection and their application in clinical nursing education and existing models in 2021.
Methods: This scoping review was conducted in five phases following the method developed by Denyer and Tranfield. The scope of the review was limited to Reflection and Reflective in nursing education. Using the keywords in combination and separately, they were searched in databases of ERIC/ www.iranmedex.com/ www.magiran.com/ www.irandoc.ac.ir/ www.sid.ir/ www.medlib.ir/ All Sciences/ Web of Science / Search Engines Google/ Google scholar/ Scopus/ Ovid/ ERIC/ Wiley / PubMed and Science Direct from1970s to 2021.
Results: Based on inclusion and exclusion criteria, 24 articles and documents were selected. During the theoretical explanation of the concepts and components of reflection in clinical nursing education, the model is abstracted. In this model: The Clinical education triangle has 3 main components in its three angles: patient, teacher, or tutor, and student. It is necessary that the sides of this triangle including teaching-learning, teaching-caring, and caring-learning to be formed in the best way and to serve the student and the patient.
Conclusions: The results of this study emphasize the practical and constructive nature of knowledge in learning based on reflection and its special position so that by eliminating the gap between theory and practice in nursing education, one can see the excellence of the operational part of education and promotion of the level of health of the society by providing an appropriate performance of the nursing staff.
References
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33. Naicker K. The role of educators in facilitating reflective learning in students 2013.
34. Ryan M, Ryan M. Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development. 2013;32(2):244-57.
35. Muncy JA. Blogging for reflection: The use of online journals to engage students in reflective learning. Marketing Education Review. 2014;24(2):101-14.
36. Gašević D, Mirriahi N, Dawson S, editors. Analytics of the effects of video use and instruction to support reflective learning. Proceedings of the fourth international conference on learning analytics and Knowledge; 2014: ACM.
37. Ugalde J. The relationship between reflective learning, interest and motivation and achievement toward reading standards in middle school. 2015.
38. Saperstein AK, Lilje T, Seibert D. A model for teaching reflective practice. Mil Med. 2015;180(4 Suppl):142-6.
39. Freshwater D (ed).Therapeutic nursing: Improving patient care through self-awareness and reflection, London: Sage, 2002.
40. Stewart M, Brown JB, Donner A, McWhinney IR, Oates J, Weston WW, Jordan J. 2000. The impact of patient-centered care on outcomes. J Fam Pract 49(9):805–807.
41. Schon DA. The reflective practitioner. Temple-Smith: London (1983).
42. Eraut M. Developing professional knowledge and competence. London: Falmer Press (1994).
43. Baernstein A, Fryer-Edwards K. 2003. Promoting reflection on professionalism: A comparison trial of educational interventions for medical students. Acad Med 78:742–747.
44. Sobral DT. 2000. An appraisal of medical students’ reflection-in-learning. Med Educ 34:182–187.
45. Niemi PM. 1997. Medical students’ professional identity: Self-reflection during the pre-clinical years. Med Educ 31:408–415.
46. Wiecha JM, Vanderschmidt H, Schilling K. 2002. HEAL: An instructional design model applied to an online clerkship in family medicine. Acad Med 77:925–926
47. Lonka K, Slotte V, Halttunen M, Kurki T, Tiitinen A, Vaara L, Paavonen J. 2001. Portfolios as a learning tool in obstetrics and gynecology undergraduate training. Med Educ 35:1125–1130.
48. Grant A, Kinnersley P, Metcalf E, Pill R, Houston H. 2006. Students’ views of reflective learning techniques: An efficacy study at a UK medical school. Med Educ 40(4):379–388
49. Sandars J, Homer M. Reflective learning and the net generation. Med Teach 30:877–879,2008.
50. Gauntlett D. Creative explorations. Abingdon: Routledge, 2007.
2. Mubuuke AG, Kiguli-Malwadde E, Kiguli S, Businge F. A student portfolio: the golden key to reflective, experiential, and evidence-based learning. Journal of medical imaging and radiation sciences. 2010;41(2):72-8.
3. Yasin RM, Rahman S, Ahmad AR. Framework for reflective learning using portfolios in pre-service teacher training. Procedia-Social and Behavioral Sciences. 2012;46:3837-41.
4. Elena S. Reflective capability–a specific goal of a Teachers Professional Ethics Course. Procedia-Social and Behavioral Sciences. 2011;11:145-9.
5. Park JY, Son J-B. Expression and connection: the integration of the reflective learning process and the writing process into social network sites. Journal of Online Learning and Teaching. 2011;7(1):170-8.
6. Pollard C,Stringer E,Cockayne D. Clinical Clinical education: A review of the literature nurse education in practice.Nurse EducPract.2007;7(5):315-22.
7. Nahas VL, Nour V, Al- Nobani M. Jordanian undergraduate nursing students' perceptions of effective clinical teachers. Nurse Educ Today.1999; 19(8):639-48.
8. Wong J, Wong S. Towards effective Clinical teaching in nursing.J adv Nurse.1987;12(4):505-13.
9. Benor DE, Leviyof I. The The development of students' perceptions of effective teaching: the ideal, best and poorest clinical teacher in nursing.J Nurse Educ.1997;36(5):206-11.
10. Hosseiny N, Karimi Z, Malek zadeh J. The Situation of Clinical Education Based on Nursing Students’ Opinion in Yasuj Nursing and Midwifery School. Iranian Journal of Medical education .2005;5(2)171-5(Persian).
11. Haghani F, Jafari Mianaei S, Ehsani M. Reflective Learning and Teaching: A Review. Iranian Journal of Medical Education. 2014;13(11):989-98.
12. Arksey, H., and O Malley, L. (2005). «Scoping Studies: Towards a Methodological Framework». International Journal of Social Research Methodology, 8(1), 19-32.
13. Mays S, Arksey H, O’Malley L. Scoping Studies: towards a methodological framework. International J Social Res Methodol: Theory & Pratice 2005; 8: 5.
14. Colquhoun HL, Levac D, O'Brien KK, Straus S, Tricco AC, Perrier L, et al. Scoping reviews: Time for clarity in definition, methods, and reporting. J Clin Epidemiol 2014; 67(12): 1291-4.
15. Moradi M,Miralmasi A. Pragmatic research method (quantitative and qualitative research), first). Tehran: Iranian Academy of Statistical Analysis (School of Quantitative and Qualitative Research). Retrieved from www.analysisacademy.com.2020.
16. Gibbs, G. Learning by doing: a guide to teaching and learning methods, Oxford, Further Education Unit, Oxford Polytechnic,1988.
17. Questions taken from Jasper, M. Beginning reflective practice, Cheltenham, Nelson Thornes,2003.
18. Smyth, J. developing and sustaining critical reflection in teacher education, Journal of teacher education, 40(2), pp2-9,1989.
19. Mezirow, J. Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass, 2000.
20. Borton, T. (1970) Reach Touch and Teach, London: Hutchinson cited in Jasper, M,2003. Beginning Reflective Practice, heltenham: Nelson Thornes.:link download: Borton, T,1970. Reach Touch and Teach, https://archive.org/details/reachtouchteachs0000bort,2003.
21. Borton (2014) Reach touch and teach. Nurse Education Today 34, 488–489, 2014.
22. Zarezadeh, Y., Pearson, P. and Dickinson, C.A model for using reflection to enhance interprofessional education, International Journal of Education, 1(1) available from www.macrothink.org/ije,2009.
23. Johns, C.Becoming a reflective practitioner, 3rd ed. Oxford: Wiley Blackwell, 2009.
24. Palmer, A., Burns, S. and Bulman, C.reflective practice in nursing.-Oxford: Blackwell Scientific Publications,1994.
25. Cottrell, S.Skills for Success: the personal development planning handbook 2nd Ed, 2010.
26. Basingstoke: Palgrave McMillan cited in Cottrell, S Critical Thinking Skills: developing effective analysis and argument 2nd Ed Basingstoke: Palgrave McMillan,2011.
27. Platzer H, Blake D, Ashford D. Barriers to learning from reflection: a study of the use of group work with postâ€registration nurses. Journal of advanced nursing. 2000;31(5):1001-8.
28. Ruth-Sahd LA. Reflective practice: A critical analysis of data-based studies and implications for nursing education. Journal of Nursing Education. 2003;42(11):488-97.
29. Richardson JT. Methodological issues in questionnaire-based research on student learning in higher education. Educational psychology review. 2004;16(4):347-58.
30. Gustafsson C, Asp M, Fagerberg I. Reflective practice in nursing care: Embedded assumptions in qualitative studies. International Journal of Nursing Practice. 2007;13(3):151-60.
31. Chong MC. Is reflective practice a useful task for student nurses? Asian Nursing Research. 2009;3(3):111-20.
32. Mettiäinen S, Vähämaa K. Does reflective web-based discussion strengthen nursing students' learning experiences during clinical training? Nurse Education in Practice. 2013;13(5):344-9.
33. Naicker K. The role of educators in facilitating reflective learning in students 2013.
34. Ryan M, Ryan M. Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development. 2013;32(2):244-57.
35. Muncy JA. Blogging for reflection: The use of online journals to engage students in reflective learning. Marketing Education Review. 2014;24(2):101-14.
36. Gašević D, Mirriahi N, Dawson S, editors. Analytics of the effects of video use and instruction to support reflective learning. Proceedings of the fourth international conference on learning analytics and Knowledge; 2014: ACM.
37. Ugalde J. The relationship between reflective learning, interest and motivation and achievement toward reading standards in middle school. 2015.
38. Saperstein AK, Lilje T, Seibert D. A model for teaching reflective practice. Mil Med. 2015;180(4 Suppl):142-6.
39. Freshwater D (ed).Therapeutic nursing: Improving patient care through self-awareness and reflection, London: Sage, 2002.
40. Stewart M, Brown JB, Donner A, McWhinney IR, Oates J, Weston WW, Jordan J. 2000. The impact of patient-centered care on outcomes. J Fam Pract 49(9):805–807.
41. Schon DA. The reflective practitioner. Temple-Smith: London (1983).
42. Eraut M. Developing professional knowledge and competence. London: Falmer Press (1994).
43. Baernstein A, Fryer-Edwards K. 2003. Promoting reflection on professionalism: A comparison trial of educational interventions for medical students. Acad Med 78:742–747.
44. Sobral DT. 2000. An appraisal of medical students’ reflection-in-learning. Med Educ 34:182–187.
45. Niemi PM. 1997. Medical students’ professional identity: Self-reflection during the pre-clinical years. Med Educ 31:408–415.
46. Wiecha JM, Vanderschmidt H, Schilling K. 2002. HEAL: An instructional design model applied to an online clerkship in family medicine. Acad Med 77:925–926
47. Lonka K, Slotte V, Halttunen M, Kurki T, Tiitinen A, Vaara L, Paavonen J. 2001. Portfolios as a learning tool in obstetrics and gynecology undergraduate training. Med Educ 35:1125–1130.
48. Grant A, Kinnersley P, Metcalf E, Pill R, Houston H. 2006. Students’ views of reflective learning techniques: An efficacy study at a UK medical school. Med Educ 40(4):379–388
49. Sandars J, Homer M. Reflective learning and the net generation. Med Teach 30:877–879,2008.
50. Gauntlett D. Creative explorations. Abingdon: Routledge, 2007.
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Published
2021-12-26
How to Cite
Ahmady, S., Ayazi, Z., Kalantarion, M., & Khajeali, N. (2021). Explaining the Concept of Learning Based on Reflection in Clinical Education: Scoping Review. Journal of Contemporary Medical Sciences, 7(6). https://doi.org/10.22317/jcms.v7i6.1109
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Review
