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Summary
It is widely argued that nurse learners should learn to become reflective practitioners and that self-assessment plays a part in this (Ekebergh et al 2004, Thorpe 2004). Problems arise, however, when consideration is given to just how this might be achieved. This article examines the challenges of assessing reflection where self-assessment has played a part. It highlights the challenges that can arise when reflection and self-assessment are used for different educational purposes. It identifies why this work is challenging and suggests some parameters that may assist colleagues in making learning more successful.
Key words
* Education methods
* Reflective practice
These key words are based on the subject headings from the British Nursing Index. This article has been subject to double-blind review.
ASTRONG case can be made for the use of reflection and self-assessment in nurse education. Nurses are knowledge workers who need to understand how to use ideas to design nursing care (Sorrels-Jones and Weaver 1999). Nurses benefit from knowing how to interpret practice situations and use their judgement to provide care that is sensitive and timely (Simmons et al 2003). In practical terms, nurses need to learn how to use their emotional intelligence, that is, their feelings, beliefs, attitudes and values as well as an appreciation of those of others, to provide supportive care (Freshwater and Stickley 2003). Many argue that nurses should use reflection and selfassessment as part of their professional work and learning (Ekebergh et al 2004, Thorpe 2004), but how this might be achieved should be explained (Gopee 2000). This article describes the practical challenges students face, and the way in which tutors interpret self-assessment and reflection as part of the nursing curriculum.
Self-assessment process
In this article, the terms 'reflection' and 'self-assessment' have been combined on purpose. The point is made that even in courses that do not formally use student self-assessment, students are in fact asked to evaluate their thinking and performance. Learners are encouraged to reflect on their practice, to keep journals or to examine practice episodes (Stuart 1997). They are also encouraged to refer to practice where they have contributed ideas or actions that may have influenced the outcome of care (Cotton 2001). Learners are encouraged to analyse the situation, their involvement in it,...