A review of research into the use of groups and discussion to promote reflective practice in nursing

Abstract

Currently, the process of reflection as a learning tool (Atkins and Murphy, 1993) is becoming increasingly prominent in nurse education (James and Clarke, 1994). Some of the reasons for this rise in interest may be attributed to the changes that have taken place over the last decade, both within the nursing profession itself and nurse education (Gobbi, 1995). There is a great deal of literature on the theoretical discussion of reflective practice and a large number of frameworks and models describing the stages of the process of learning from reflection. To a greater or lesser extent these models or framework and theoretical accounts suggest the actual methods which can be used to facilitate learning through reflection. A review of the models and research into the effectiveness of diaries and journals has been published previously (Platzer et al, 1997). Many of the models also suggest group work or one-to-one discussion as methods of encouraging the later stage of the reflective learning cycle. This paper looks specifically into research evaluating the use of groups and discussion to promote reflective practice. A review of research into the use of groups and discussion, in nursing and teacher education, found very few research studies which critically examined their use. Written accounts of the failure of attempts to promote reflection are probably very instructive as to what it is that can be usefully developed and investigated. More research is needed into the appropriateness of the methods used and the skills required by facilitators to promote learning through reflection. © 1997 Taylor & Francis Group, LLC.