Stages in coming to terms with reflection: student advanced nurse practitioners' perceptions of their reflective journeys

Abstract

AIM OF STUDY: To explore student Advanced Nurse Practitioners' (ANPs) experiences of reflection. BACKGROUND: The development of student ANPs' reflective abilities as part of the implementation of a Master's Course in Advanced Nursing Practice at Wolverhampton University provided the background to the study. Developing reflective abilities was seen as an essential component of ANP development. To facilitate this process a preentry degree level reflective practice module and a reflective component for the level 4 (Master's level) practice module were devised. RATIONALE: This was a new educational initiative and this study provided the opportunity to explore students' experiences of it following completion of the reflective modules. DESIGN/METHODS: A qualitative methodology was used. Fourteen ANP students were interviewed and their reflective learning contracts were analysed. Colaizzi's (1978) seven-stage model guided data analysis. FINDINGS: The findings were categorized under the headings of: (i) reflection as a transforming process, (ii) reflective journeys, (iii) worldviews. This paper presents an analysis of the second category reflective journeys. It identifies a number of stages in the development of students' reflective abilities. CONCLUSIONS: The conclusions have implications for those involved in reflective curriculum development, and for those seeking to develop reflective abilities in students.