An action research study into the development of nurses as reflective practitioners

• Published in: The Journal of nursing education Vol. 36; no. 10; pp. 476 - 481
• Main Authors: Wong, F K, Loke, A Y, Wong, M, Tse, H, Kan, E, Kember, D
• Format: Journal Article
• Language: English
• Published: United States SLACK INCORPORATED 01.12.1997
• Subjects: Beliefs; Curriculum; Education, Nursing, Baccalaureate; Educational Principles; Group Processes; Hong Kong; Humans; Inferences; Journal Writing; Learning Strategies; Nurses; Nursing Education; Nursing Education Research; Periodicals; Prior Learning; Professional Education; Professional Training; Reflection; Reflective Teaching; Research Methodology; Seminars; Social Environment; Socialization; Teacher Improvement; Teaching - methods; Theory Practice Relationship; Thinking; Writing; Hong Kong
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/0148-4834-19971201-07

This study adopted an action research approach in addressing the question: How could nurses be prepared to be reflective practitioners? The study took place among a group of registered nurses who enrolled in the first year of their degree studies at the Hong Kong Polytechnic University. The methods of data collection included observation, interview, students' written material, and teacher reflection. The experience of this study suggested that teachers and students should be partners in the promotion of reflective learning among students. As teachers reflected on their teaching arrangement and the progress of student learning, students could accordingly be offered appropriate guidance. Throughout the span of their studies, students learned to gradually develop different perspectives in viewing professional nursing practice. The reconceptualization of nursing practice helped students challenge taken-for-granted views and eventually reconstruct their conception of nursing.