Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review.
Nurse Educ
; 45(6): E57-E61, 2020.
Article
em En
| MEDLINE
| ID: mdl-31972840
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.
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Análise e Desempenho de Tarefas
/
Educação em Enfermagem
Tipo de estudo:
Prognostic_studies
/
Qualitative_research
/
Systematic_reviews
Limite:
Humans
Idioma:
En
Revista:
Nurse Educ
Ano de publicação:
2020
Tipo de documento:
Article