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Reflective writing pedagogies in action: a qualitative systematic review

  • Kim M. Mitchell EMAIL logo , Tara Roberts and Laurie Blanchard
Published/Copyright: August 10, 2021

Abstract

Objectives

Reflective practice is a core value of nursing education and emphasizes the self as a source of learning. Writing and reflection are often viewed as inseparable. The goal of this qualitative meta-study is to explore the mechanisms writing stimulates to promote learning transformation for nursing students in both clinical and classroom contexts.

Methods

A literature search using the CINHAL, Medline, ERIC, and Academic Search Complete databases, using systematic methods, identified 26 papers and dissertations which gathered narrative data from nursing students in pre- and post-registration undergraduate courses.

Results

Three themes were found describing: 1) Evolving through time and space to reflect; 2) Surfacing and absorbing; and 3) Trust, judgement, and social desirability in the feedback process.

Conclusions

Transformative learning is promoted through forming a bond with faculty during the writing process to normalize emotions, create critical self-awareness, and providing a safe, non-judgemental space to reflect on their practice and their learning.


Corresponding author: Kim M. Mitchell, PhD, Coordinator Research, Scholarship, and Quality Assurance, Nursing Department, School of Health Sciences and Community Services, Red River College, C608-2055 Notre Dame Ave, R3H 0J9, Winnipeg, MB, Canada, Phone: +1 204 632 2920, E-mail:

  1. Research funding: None declared.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

  4. Informed consent: Not applicable.

  5. Ethical approval: Not applicable.

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Received: 2021-04-27
Accepted: 2021-07-16
Published Online: 2021-08-10

© 2021 Walter de Gruyter GmbH, Berlin/Boston

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