A structured approach to reflective practice training in a clinical practicum

Abstract

Reflective practice is considered to be the key component for achieving greater self-awareness, professional expertise, critical thinking, integration of theory-practice links, and enhanced patient care. While reflective practice is considered a key component in supervision in terms of skill development and increase in clinical competence, it is unknown whether or not reflection is a workable and meaningful training activity that results in a positive outcome. The purpose of this project was to conduct an initial evaluation of the feasibility and acceptability of a reflective practice exercise within a practicum setting. Participants included 22 graduate students (13 females, 9 males) in a Clinical Science doctoral degree program that completed a reflective practice exercise which utilized a series of guiding questions, while receiving training and supervision from a licensed clinical psychologist. Results highlight positive outcomes of the reflective practice in terms ofclinician growth and associated client outcomes, following the reflective practice. In addition, the results show that the structured reflective practice is a meaningful exercise as well as an acceptable approach to developing reflective practice as part of clinical practice training and lifelong learning. These findings highlight the potential use of the structured approach to reflective practice in a clinical practicum setting. Recommendations for improving the reflective practice process in a clinical practicum are discussed.