Learning to make sense: the use of critical incident analysis in facilitated reflective groups of mental health student nurses

Abstract

Encouragement for nurses to utilize reflective approaches has come from a wide range of professional and educational bodies. The benefits of reflection are usually stated in terms of increases in the nurse's critical abilities and a greater awareness of the complexity of nursing practice. Within mental health nursing, additional benefits are cited in terms of improvements in interpersonal effectiveness. This small‐scale study attempted to evaluate practice‐based critical incidents brought to reflective groups by mental health nursing students The findings indicated that the ability of students to bring incidents to groups was influenced by the dynamics of the group and the group member's relationship with their facilitator. The critical incidents themselves were characterized by accounts of difficulties in relationships between students and clients. In particular, students described their concerns in making the transition from a social to a therapeutic relationship with clients. The reflective groups were used by students to give and receive support and in helping them to develop an understanding of what a professional role involved. The conclusion of the study highlights both personal and professional advantages in using reflective groups during practice placements for mental health nursing students. The critical incident approach proved helpful in focusing students on personal experiences of practice, but limitations in utilizing the reflective cycle when exploring critical incidents are highlighted. Training and ongoing support for group facilitators is essential if the learning potential of critical incidents is to be fully exploited.