Journal of Community Nursing - page 106

106 JCN
2013,Vol 27, No 4
IMPROVING PRACTICE
Mentors and practice teachers
who have used it have also found
it to be a useful tool in helping
students to take ownership of their
learning, as it provides a link to
their learning outcomes.
This is still a developing concept
and feedback and evaluations
continue to be sought. The reflective
grid is a simple tool with obvious
limitations, and brief reflections are
no substitute for in-depth analysis.
Nevertheless, as part of an
evolving series of learning tools, the
grid can be powerful in improving
practice. The multiple questions and
suggestions allow the student to
grasp the essence and significance
of the learning experience, integrate
it with their own practice and act
on it.
In Benner’s (2001) analysis of
how practitioners reach expert level
using a skills acquisition model,
she points out that it is the use of
a series of paradigms and thought
processes, alongside performing
skills and tasks, that enables nurses
to develop clinical excellence.
Nurses need to become experts
themselves if they are to deliver safe
and excellent care in the community.
In the wake of critical reports like
the Francis inquiry (2013), nurses’
practice is under more scrutiny than
ever before and they are increasingly
being held to account for what
they do. Against this background,
knowledge of reflective practice has
never been more important.
CONCLUSION
The reflective grid facilitates learning
from experience using a focused and
easy-to-use framework.
In the author’s opinion, rather
than procrastinating over a time-
consuming reflection process, it is
far better for nurses to undertake
a quick reflection on their practice
as they begin the progression from
competent, through proficient
and on towards becoming expert
practitioners (Benner, 2001).
Much worse would be a situation
where nurses never actually reflected
on their practice because they had
difficulty finding the spare time, or
simply found the process of reflection
too complicated.
Nurses must reflect and self-
direct their learning to gain clinical
excellence and the author hopes that
the reflective grid is a stepping stone
on that journey.
JCN
REFERENCES
Benner P (2001)
From Novice to Expert
.
Prentice-Hall, New Jersey
Biggs J, Tang C (2007)
Teaching for Quality
Learning at University
. 3rd edn. Open
University Press, Berkshire
Bulman C, Schutz S (2008)
Reflective Practice
in Nursing
. 4th edn. Blackwell, Oxford
Department of Health (2010)
Preceptorship
Frameworks for Newly Registered Nurses,
Midwives and Allied Health Professionals
.
DH, London
Driscoll J (2007)
Practising Clinical
Supervision: A Reflective Approach for
Healthcare Professionals
. BalliereTindall
Elsevier, Edinburgh
Francis R (2013)
Report of the Mid-
staffordshire NHS Foundation Trust Public
Inquiry.
DH, London
Glen S, Parker P (2003)
Supporting
Learning in Nursing Practice
. Palgrave
Macmillan, Basingstoke
Honey P, Mumford A (1986)
The Manual
of Learning Styles
. Peter Honey
Publications, London
Johns C (2004)
Becoming a Reflective
Practitioner
. 2nd edn. Blackwell, Oxford
Kolb DA (1984)
Experiential Learning:
Experience as the source of learning and
development
. Prentice-Hall, New Jersey
O’Shea E (2003) Self-directed learning
in nurse education: a review of the
literature.
J Adv Nurs
43(1):
62–70
Pryce-Miller M (2010) Are first-year
undergraduate student nurses prepared
for self-directed learning?
Nurs Times
106(46):
21–4
Rogers A (2003)
Teaching Adults
. Open
University Press, Berkshire
Answer the following questions
about this article, either to test the
new knowledge you have gained or
to form part of your ongoing practice
development portfolio.
1 – How would you describe
self-directed learning?
2 – Can you explain what you
understand by the term ’reflective
practice’?
3 – Can you outline why, in your
opinion, the reflective grid might
be useful?
4 – Can you write about a period of
your own practice that you might
have reflected on recently?
5 – What lessons might you have
learned from using the reflective
grid in that instance?
Five-minute test
KEY POINTS
Self-directed learning and
reflective practice are crucial tools
for the community nurse, who
may often work in isolation and
without the help or guidance
of colleagues.
Community nurses are required
to use independent study skills
and reflection to identify their
learning and professional needs.
The reflective grid facilitates
learning from experience using
a focused and easy-to-use
framework.
Nurses need to become experts
themselves if they are to deliver
safe and excellent care in
the community.
Rather than procrastinating over
a time-consuming reflection
process, it is far better for nurses
to undertake a quick reflection on
their practice.
Mentors and practice teachers
who have used it have also found
it to be a useful tool in helping
students to take ownership of
their learning, as it provides a
link to their learning outcomes.
Nurses must reflect and self-
direct their learning to gain
clinical excellence and the
reflective grid is a stepping stone
on that journey.
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