Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review.
Journal
Nurse educator
ISSN: 1538-9855
Titre abrégé: Nurse Educ
Pays: United States
ID NLM: 7701902
Informations de publication
Date de publication:
Historique:
pubmed:
24
1
2020
medline:
29
6
2021
entrez:
24
1
2020
Statut:
ppublish
Résumé
The terms critical incident technique and reflection are widely used but often not fully explained, resulting in ambiguity. The aims of this review were to map and describe existing approaches to recording or using critical incidents and reflection in nursing and health professions literature over the last decade; identify challenges, facilitating factors, strengths, and weaknesses; and discuss relevance for nursing education. A systematic narrative review was undertaken. MEDLINE and the Cumulative Index to Nursing and Allied Health Literature were searched using MeSH terms, returning 223 articles (2006-2017). After exclusions, 41 were reviewed. Articles were categorized into 3 areas: descriptions of the development of an original tool or model, critical incidents or reflection on events used as a learning tool, and personal reflections on critical incidents. Benefits have been identified in all areas. More attention is needed to the pedagogy of reflection and the role of educators in reflection.
Sections du résumé
BACKGROUND
BACKGROUND
The terms critical incident technique and reflection are widely used but often not fully explained, resulting in ambiguity.
PURPOSE
OBJECTIVE
The aims of this review were to map and describe existing approaches to recording or using critical incidents and reflection in nursing and health professions literature over the last decade; identify challenges, facilitating factors, strengths, and weaknesses; and discuss relevance for nursing education.
METHODS
METHODS
A systematic narrative review was undertaken. MEDLINE and the Cumulative Index to Nursing and Allied Health Literature were searched using MeSH terms, returning 223 articles (2006-2017). After exclusions, 41 were reviewed.
RESULTS
RESULTS
Articles were categorized into 3 areas: descriptions of the development of an original tool or model, critical incidents or reflection on events used as a learning tool, and personal reflections on critical incidents.
CONCLUSIONS
CONCLUSIONS
Benefits have been identified in all areas. More attention is needed to the pedagogy of reflection and the role of educators in reflection.
Identifiants
pubmed: 31972840
doi: 10.1097/NNE.0000000000000796
pii: 00006223-202011000-00027
doi:
Types de publication
Journal Article
Systematic Review
Langues
eng
Pagination
E57-E61Références
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