Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review

Alison Steven; Gemma Wilson; Hannele Turunen; M. Flores Vizcaya-Moreno; Mina Azimirad; Jayden Khakurel; Jari Porras; Susanna Tella; Rosa Pérez-Cañaveras; Loredana Sasso; Giuseppe Aleo; Kristin Myhre; Øystein  Ringstad; Arja Sara-Aho; Margaret Scott; Pauline Pearson

doi:10.1097/nne.0000000000000796

Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review

Alison Steven, Gemma Wilson, Hannele Turunen, M. Flores Vizcaya-Moreno , Mina Azimirad, Jayden Khakurel, Jari Porras, Susanna Tella, Rosa Pérez-Cañaveras, Loredana Sasso, Giuseppe Aleo, Kristin Myhre, Øystein Ringstad, Arja Sara-Aho, Margaret Scott, Pauline Pearson

Nursing Midwifery and Health Department

Research output: Contribution to journal › Review article › peer-review

22 Citations (Scopus)

218 Downloads (Pure)

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.

Original language	English
Pages (from-to)	E57-E61
Journal	Nurse Educator
Volume	45
Issue number	6
Early online date	14 Jan 2020
DOIs	https://doi.org/10.1097/nne.0000000000000796
Publication status	Published - 1 Nov 2020

Keywords

clinical teaching methods
critical incident technique
health professions education
nursing education
reflection

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1097/nne.0000000000000796

CITR Anonymised 2 Finalv2Accepted author manuscript, 211 KB

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Steven, A., Wilson, G., Turunen, H., Vizcaya-Moreno , M. F., Azimirad, M., Khakurel, J., Porras, J., Tella, S., Pérez-Cañaveras, R., Sasso, L., Aleo, G., Myhre, K., Ringstad, Ø., Sara-Aho, A., Scott, M., & Pearson, P. (2020). Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review. Nurse Educator, 45(6), E57-E61. https://doi.org/10.1097/nne.0000000000000796

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title = "Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review",

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.",

keywords = "clinical teaching methods, critical incident technique, health professions education, nursing education, reflection",

author = "Alison Steven and Gemma Wilson and Hannele Turunen and Vizcaya-Moreno, {M. Flores} and Mina Azimirad and Jayden Khakurel and Jari Porras and Susanna Tella and Rosa P{\'e}rez-Ca{\~n}averas and Loredana Sasso and Giuseppe Aleo and Kristin Myhre and {\O}ystein Ringstad and Arja Sara-Aho and Margaret Scott and Pauline Pearson",

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month = nov,

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doi = "10.1097/nne.0000000000000796",

language = "English",

volume = "45",

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Steven, A , Wilson, G, Turunen, H, Vizcaya-Moreno , MF, Azimirad, M, Khakurel, J, Porras, J, Tella, S, Pérez-Cañaveras, R, Sasso, L, Aleo, G, Myhre, K, Ringstad, Ø, Sara-Aho, A, Scott, M & Pearson, P 2020, 'Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review', Nurse Educator, vol. 45, no. 6, pp. E57-E61. https://doi.org/10.1097/nne.0000000000000796

TY - JOUR

T1 - Critical Incident Techniques and Reflection in Nursing and Health Professions Education

T2 - Systematic Narrative Review

AU - Steven, Alison

AU - Wilson, Gemma

AU - Turunen, Hannele

AU - Vizcaya-Moreno , M. Flores

AU - Azimirad, Mina

AU - Khakurel, Jayden

AU - Porras, Jari

AU - Tella, Susanna

AU - Pérez-Cañaveras, Rosa

AU - Sasso, Loredana

AU - Aleo, Giuseppe

AU - Myhre, Kristin

AU - Ringstad, Øystein

AU - Sara-Aho, Arja

AU - Scott, Margaret

AU - Pearson, Pauline

PY - 2020/11/1

Y1 - 2020/11/1

N2 - 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.

AB - 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.

KW - clinical teaching methods

KW - critical incident technique

KW - health professions education

KW - nursing education

KW - reflection

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DO - 10.1097/nne.0000000000000796

M3 - Review article

SN - 0363-3624

VL - 45

SP - E57-E61

JO - Nurse Educator

JF - Nurse Educator

IS - 6

ER -

Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review

Abstract

Keywords

UN SDGs

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