Abstract

There isn�t a right or a wrong way to do it�: supporting student reflection in professional practice, a qualitative action research study

Author(s): Miss Kate Rowe-Jones

Having discussed the role of reflective journals to assess the learning experience from clinical placements in healthcare undergraduate programmes in a previous paper, this subsequent paper is based on an action research study that explored what strategies need to be put in place to support and elicit such authentic reflections by undergraduate students. At Bournemouth University (UK) final year BSc (Hons) Exercise Science students are required to write a reflective journal for their Clinical Observation Unit and some students find this an uncomfortable and often extremely difficult task. The literature supports this view and there is a plethora of further literature regarding the perceptions of students on reflection. This is confounded by research which highlights the numerous influences upon reflection and confusingly advocates various process models and strategies that need to be put in place to facilitate and support such reflection. In order to gain an insight into students’ understanding of reflection and ways in which they felt they could have been better supported, a semi-structured focus group interview was conducted. With the results of this interview and the knowledge gleaned from the literature, an action research cycle was initiated, instigating strategies to support student reflection in another student cohort across one year. Subsequently, a further focus group interview was carried out with this second cohort to ascertain if the strategies put in place had been effective. It was found that students felt most comfortable and supported in a confidential seminar situation where effective facilitation enabled them to develop and elicit the skills required to reflect successfully. Students did not find the use of process models and guidelines helpful in their reflective activities. As clinical teachers and supervisors we are in danger of becoming too wrapped up in the psychological and intellectual facets of reflection, rather than simply allowing students to get on with it.