Communities of reflection in nurse education programs: A qualitative multi-methods study

Background
Nursing students often face challenges reconciling theoretical concepts with clinical realities. This study examines a novel concept ‘Communities of Reflection’ designed and tested to enhance coherency between theory and practice. The concept involves reflection groups comprising students, preceptors, and faculty during clinical placements.
Aim
To examine the meaning of ‘Communities of Reflection’ regarding the coherency between theory and practice as perceived by the involved participants.
Method
A qualitative multi-methods approach involved nursing students, preceptors, and faculty members who participated in ‘Communities of Reflection.’ Data collection methods included interviews, focus groups, written reflections, and observations.
Findings
The content analysis revealed that ‘Communities of Reflection’ facilitate a shared engagement in nursing, fostering a deeper level of reflection. Creating a safe space and embracing vulnerability are key aspects of this shared engagement.
Conclusion
‘Communities of Reflection’ offer a valuable framework for promoting coherency between theory and practice. It appears to be crucial to students' outcomes that a well-established, equitable theory-practice partnership is the solid foundation, acknowledging that emotions can serve as a catalyst for the development of professional expertise.