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. 2021 Aug 10;18(1).
doi: 10.1515/ijnes-2021-0057.

Reflective writing pedagogies in action: a qualitative systematic review

Kim M Mitchell  1 , Tara Roberts  1 , Laurie Blanchard  2
Affiliations

Reflective writing pedagogies in action: a qualitative systematic review

Kim M Mitchell et al. Int J Nurs Educ Scholarsh. .

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.

Keywords: nursing education; reflective practice; reflective writing; writing pedagogy.

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References

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