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
UR - http://www.scopus.com/inward/record.url?scp=85094931454&partnerID=8YFLogxK
U2 - 10.1097/nne.0000000000000796
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 -
