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Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review.
Nurse Educ 2020NE

Abstract

BACKGROUND

The terms critical incident technique and reflection are widely used but often not fully explained, resulting in ambiguity.

PURPOSE

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

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

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

Benefits have been identified in all areas. More attention is needed to the pedagogy of reflection and the role of educators in reflection.

Authors+Show Affiliations

Author Affiliations: Professor of Research in Nursing and Health Professions Education (Dr Steven) and Vice Chancellors Fellow (Dr Wilson), Department of Nursing, Midwifery and Health, Northumbria University, United Kingdom; Professor of Nursing (Dr Turunen) and PhD Student (Ms Azimirad), Department of Nursing Science, University of Eastern Finland, Finland; Associate Professors (Drs Vizcaya-Moreno and Pérez-Cañaveras), Nursing Department, University of Alicante, Spain; Postdoctoral Researcher (Dr Kakurel), Copenhagen Centre for Health Technology, Denmark; Professor of Innovation & Software (Dr Porras), Department of Innovation & Software, Lappeenranta University of Technology, Finland; Senior Lecturer (Dr Tella) and Lecturer (Ms Sara-Aho), Faculty of Health Care and Social Services, Saimaa University of Applied Sciences, Finland; Professor of Nursing (Ms Sasso) and Lecturer, (Dr Aleo), Department of Health Sciences, University of Genoa, Italy; Associate Professors (Drs Myhre and Ringstad), Østfold University College, Norway; and Senior Lecturer (Ms Scott) and Professor of Nursing (Dr Pearson), Department of Nursing, Midwifery and Health, Northumbria University, United Kingdom.No affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

31972840

Citation

Steven, Alison, et al. "Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review." Nurse Educator, 2020.
Steven A, Wilson G, Turunen H, et al. Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review. Nurse Educ. 2020.
Steven, A., Wilson, G., Turunen, H., Vizcaya-Moreno, M. F., Azimirad, M., Kakurel, J., ... Pearson, P. (2020). Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review. Nurse Educator, doi:10.1097/NNE.0000000000000796.
Steven A, et al. Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review. Nurse Educ. 2020 Jan 14; PubMed PMID: 31972840.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review. AU - Steven,Alison, AU - Wilson,Gemma, AU - Turunen,Hannele, AU - Vizcaya-Moreno,M Flores, AU - Azimirad,Mina, AU - Kakurel,Jayden, AU - Porras,Jari, AU - Tella,Susanna, AU - Pérez-Cañaveras,Rosa, AU - Sasso,Loredana, AU - Aleo,Giuseppe, AU - Myhre,Kristin, AU - Ringstad,Øystein, AU - Sara-Aho,Arja, AU - Scott,Margaret, AU - Pearson,Pauline, Y1 - 2020/01/14/ PY - 2020/1/24/entrez PY - 2020/1/24/pubmed PY - 2020/1/24/medline JF - Nurse educator JO - Nurse Educ N2 - BACKGROUND: The terms critical incident technique and reflection are widely used but often not fully explained, resulting in ambiguity. PURPOSE: 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: 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: 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: Benefits have been identified in all areas. More attention is needed to the pedagogy of reflection and the role of educators in reflection. SN - 1538-9855 UR - https://www.unboundmedicine.com/medline/citation/31972840/Critical_Incident_Techniques_and_Reflection_in_Nursing_and_Health_Professions_Education:_Systematic_Narrative_Review L2 - http://dx.doi.org/10.1097/NNE.0000000000000796 DB - PRIME DP - Unbound Medicine ER -