Critical reflection as a learning tool for nursing supervisors is a complex and multifaceted process not completely understood by healthcare leadership, specifically nurse supervisors. Despite a multitude of research studies on critical reflection, there remains a gap in the literature regarding the perceptions of the individual, the support required in the environment, and stimulus needed to integrate critical reflection into the nurse supervisor role. The purpose of this qualitative hermeneutic phenomenological study was to explore the meaning critical reflection has for nurse supervisors and the role of critical reflection within clinical practice settings. The data obtained through a modified vanKaam analysis employing NVivo 9 software revealed five themes concerning critical reflection. These five themes include (a) personal experience, (b) sources of valuing critical reflection, (c) self-awareness as primary competency, (d) time is a function of prioritization and (e) framework tools for workplace integration. Critical reflection meaning developed through nurse supervisors’ past experiences with critical incidents and a willingness to develop their own self-awareness. The role critical reflection plays in the environment can be enhanced through making it a priority in the workplace and providing training necessary to increase understanding of the process. Workplace integration requires developing nurse supervisors’ facilitation skills. The study findings support the underlying value critical reflection holds as a significant part of supporting organizational transformation toward a learning organization culture.
|Advisor:||Lillestol, Jane Brush|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 75/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Adult education, Nursing, Health education|
|Keywords:||Coaching, Critical reflection, Debriefing, Experiential learning, Nursing supervisors, Organizational learning|
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