"It's real, it's much more real": An exploration of Values-Based Reflective Practice© as a reflective tool
Issue: Vol 10 No. 1 (2022)
Journal: Health and Social Care Chaplaincy
Subject Areas: Healthcare Communication
DOI: 10.1558/hscc.42191
Abstract:
Abstract
Background: Values Based Reflective Practice (VBRP) is a group reflection framework widely utilised within healthcare settings across Scotland where groups of colleagues meet and discuss their workplace-based experiences using the VBRP structure. VBRP has previously been noted within HSCC so as to assist ‘courageous conversations’ about working in a caring vocation (Bunniss, 2020a, 2020b). Despite its national platform however, there has been limited evaluation of VBRP. Aim: This study explores the impact of VBRP as a reflective tool among undergraduate medical students. Method: A qualitative action research methodology was used. Results: Three themes were identified from the data: overcoming barriers to reflection during VBRP; enhancing reflection through the social nature of VBRP; participants’ perceptions of reflection through the lens of VBRP. Conclusion: VBRP enabled deeper, more authentic reflection and enhanced written reflection abilities due to its social nature. It promoted the formation of peer-support networks and positive coping mechanisms among medical students. Teamworking and group relationships were also improved.
Author: Heather Kennedy, Jennifer Kennedy
References :
Birden, H. H., & Usherwood, T. (2013). “They liked it if you said you cried”: How medical students perceive the teaching of professionalism. The Medical Journal of Australia, 199(6), 406–409. https://doi.org/10.5694/mja12.11827
Borgstrom, E., Morris, R., Wood, D., Cohn, S., & Barclay, S. (2016). Learning to care: Medical students’ reported value and evaluation of palliative care teaching involving meeting patients and reflective writing.BMC Medical Education, 16(1), 306. https://doi.org/10.1186/s12909-016-0827-6
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Kogan Page.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bunniss, S. (2020a). Making courageous conversation in healthcare (Part I) : Designing and evaluating Values Based Reflective Practice® training for healthcare professionals in Scotland. Health and Social Care Chaplaincy, 9(2). https://doi.org/10.1558/hscc.40701
Bunniss, S. (2020b). Making courageous conversation in healthcare (Part II) : Exploring the impact of Values Based Reflective Practice® on professional practice. Health and Social Care Chaplaincy, 9(2). https://doi.org/10.1558/hscc.40702
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications.
Fragkos, K. C. (2016). Reflective practice in healthcare education: An umbrella review. Education Sciences, 6(3), 27.
Fusch, P. I., & Ness, L. R. (2015). Are we there yet? Data saturation in qualitative research. The Qualitative Report, 20(9), 1408–1416. https://nsuworks.nova.edu/tqr/vol20/iss9/3
General Medical Council, Academy of Medical Royal Colleges, UK Conference of Postgraduate Medical Deans, & Medical Schools Coucil. (2018). The reflective practitioner - guidance for doctors and medical students. https://www.gmc-uk.org/education/standards-guidance-and-curricula/guidance/the-reflective-practitioner---guidance-for-doctors-and-medical-students
Gishen, F., Whitman, S., Gill, D., Barker, R., & Walker, S. (2016). Schwartz Centre Rounds: a new initiative in the undergraduate curriculum - what do medical students think? BMC Medical Education, 16(246). https://doi.org/https://doi.org/10.1186/s12909-016-0762-6
Harding, E., Wait, S., & Scrutton, J. (2015). The state of play in person-centred care: A pragmatic review of how person-centred care is defined, applied and measured, featuring selected key contributors and case studies across the field. In The Health Policy Partnership.
Hem, M. H., Molewijk, B., Gjerberg, E., Lillemoen, L., & Pedersen, R. (2018). The significance of ethics reflection groups in mental health care: A focus group study among health care professionals. BMC Medical Ethics, 19(1), 54. https://doi.org/10.1186/s12910-018-0297-y
Iacobucci, G. (2018). New guidance on reflective practice to be published in wake of Bawa-Garba case. BMJ (Clinical Research Ed.), 361, k2225. https://doi.org/10.1136/bmj.k2225
Kelly, E. (2013). Translating theological reflective practice into values based reflection: A report from Scotland. Reflective Practice: Formation and Supervision in Ministry, 33. http://journals.sfu.ca/rpfs/index.php/rpfs/article/view/282
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2
Koole, S., Dornan, T., Aper, L., Scherpbier, A., Valcke, M., Cohen-Schotanus, J., & Derese, A. (2011). Factors confounding the assessment of reflection: A critical review. BMC Medical Education, 11, 104. https://doi.org/10.1186/1472-6920-11-104
Kumar, A., & Nayar, K. R. (2020). COVID 19 and its mental health consequences. Journal of Mental Health, 1–2. https://doi.org/10.1080/09638237.2020.1757052
Lutz, G., Pankoke, N., Goldblatt, H., Hofmann, M., & Zupanic, M. (2017). Enhancing medical students’ reflectivity in mentoring groups for professional development – A qualitative analysis. BMC Medical Education, 17(1), 122. https://doi.org/10.1186/s12909-017-0951-y
Maben, J., & Bridges, J. (2020). Covid‐19: Supporting nurses’ psychological and mental health. Journal of Clinical Nursing, 29(15–16), 2742–2750. https://doi.org/10.1111/jocn.15307
Massey, C. (2018). GMC responds to concerns raised by Bawa-Garba case. BMJ (Clinical Research Ed.), 360, k660. https://doi.org/10.1136/bmj.k660
Mezirow, J. (1990). Fostering critical reflection in adulthood.
Mezirow, J. (1991). Transformative dimensions of adult learning.
Moniz, T., Arntfield, S., Miller, K., Lingard, L., Watling, C., & Regehr, G. (2015). Considerations in the use of reflective writing for student assessment: Issues of reliability and validity. Medical Education, 49(9), 901–908. https://doi.org/10.1111/medu.12771
Monk, A., Hind, D., & Crimlisk, H. (2018). Balint groups in undergraduate medical education: A systematic review. Psychoanalytic Psychotherapy, 32(1), 61–86. https://doi.org/10.1080/02668734.2017.1405361
Paterson, M., & Kelly, E. (2015). Values-Based Reflective Practice. Practical Theology, 6(1), 51–68. https://doi.org/10.1179/pra.6.1.t815l2592549h478
Samurino, R. (2018). Values in health and social Care: An introductory workbook. Jessica Kingsley Publishers.
Sanfey, J. (2017). Reflective practice and professional autonomy. InnovAiT: Education and Inspiration for General Practice, 10(2), 112–118. https://doi.org/10.1177/1755738016672684
Seymour, P., Watt, M., MacKenzie, M., & Gallea, M. (2018). Professional Competencies ToolKit: Using flash cards to teach reflective practice to medical students in clinical clerkship. MedEdPORTAL : The Journal of Teaching and Learning Resources, 14, 10750. https://doi.org/10.15766/mep_2374-8265.10750
Sokol, D. (2018). Knocking out written reflections. BMJ, 360, k546. https://doi.org/10.1136/BMJ.K546
Taylor, C., Xyrichis, A., Leamy, M. C., Reynolds, E., & Maben, J. (2018). Can Schwartz Centre Rounds support healthcare staff with emotional challenges at work and how do they compare with other interventions aimed at providing similar support? A systematic review and scoping reviews. BMJ Open, 8(10). https://doi.org/http://dx.doi.org/10.1136/bmjopen-2018-024254
Teusner, A. (2016). Insider research, validity issues, and the OHS professional: One person’s journey. International Journal of Social Research Methodology, 19(1), 85–96. https://doi.org/10.1080/13645579.2015.1019263
Van Roy, K., Vanheule, S., & Inslegers, R. (2016). Research on Balint groups: A literature review. Patient Education and Counseling, 98(6), 685–694. https://www-sciencedirect-com.libezproxy.dundee.ac.uk/science/article/pii/S0738399115000452
Wald, H. S., White, J., Reis, S. P., Esquibel, A. Y., & Anthony, D. (2019). Grappling with complexity: Medical students’ reflective writings about challenging patient encounters as a window into professional identity formation. Medical Teacher, 41(2), 152–160. https://doi.org/10.1080/0142159X.2018.1475727