It does not happen overnight; 3) Reflective practice occurs best when learners work with role models; 4) as noted by Fink, instruction needs to be learner-centered, of interest to the learners and long-lasting; 5) the institution in which the nurses learn must be supportive of reflective learning.
The PICOT is a useful format for developing a clinical research question. It helps to answer questions and decrease uncertainty and determine the appropriate choice of action. In this case, the PICOT is the following:
Nursing student population
Provide long-term knowledge to make reflective decisions
Traditional learning situations
Reflective practice offers several benefits over traditional learning
Time frame (optional)
Fink, L.D. (2003).
Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass
Loughran, J. John (2002) “Effective reflective practice: in search of meaning in learning about teaching.” Journal of Teacher Education 53(1): 33+.
Osterman, K. (1998) Using Constructivism and Reflective Practice to Bridge the Theory/Practice Gap. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998) ED425518 ERIC
Peters, M. (2000). Does constructivist epistemology have a place in nurse education? Journal of Nursing Education, 39, 166-172
Teekman, B. (2000) Exploring reflective thinking in nursing.