Marilyn E. Asselin

Insider research: issues to consider when doing qualitative research in your own setting.

In recent years, there has been an increase in the number of research studies in staff development and an emergence of qualitative research using such methods as observation and interview. Because of the flexible, iterative nature of qualitative research, there are several issues staff development specialists should consider when doing this type of research in their own settings. This article defines “insider research,” discusses issues unique to insider research that can threaten the trustworthiness or credibility of the study, and provides examples from a staff development perspective. Recommended techniques for data collection and analysis are provided to avoid the pitfalls of insider research

Reflective Narrative: A Tool for Learning Through Practice

Reflection has recently gained increased recognition for its potential to facilitate learning. New insights gained through reflection enable the nurse to respond to clinical situations from a changed perspective. Skill, however, is required in learning to reflect. In this article, the author provides a systematic approach for staff development specialists to use to assist staff in reflecting on practice through a written reflective narrative.

Best Practices for Creating Social Presence and Caring Behaviors Online

AIM To identify best practices and evidence‐based strategies for creating an online learning environment that encompasses caring behaviors and promotes social presence. BACKGROUND Faculty who teach online classes are challenged to create a sense of social presence and caring behaviors in a virtual world in which students feel connected and part of the learning environment. METHOD To extrapolate evidence to support best practices, a review of literature was conducted focused on social presence and caring online. RESULTS Faculty messages that are respectful, positive, encouraging, timely, and frequent foster social presence and caring behaviors while also allowing for caring interactions, mutual respect, and finding meaning in relationships. CONCLUSION A variety of measures to emulate caring online intertwine with social presence to promote a sense of caring and belonging. More research is needed to support the evidence for these strategies.

Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: a pilot study.

A mixed-method study was conducted to determine whether nurses’ participation in a reflective practice continuing education program using a structured reflection model makes a difference in nurses’ self-reflection, insight, and reflective thinking about clinical practice situations. Findings suggested that use of structured reflection using question cues, written narratives, and peer-facilitated reflection increased nurses’ engagement in self-reflection and enhanced reflective thinking in practice. Including reflective practice education in novice orientation and preceptor training may be beneficial.

Exploring reflection as a process embedded in experienced nurses' practice: a qualitative study.

AIM This article is a report of a study aimed at obtaining an in-depth description of how experienced acute care staff nurses perceive and use reflection in clinical practice. BACKGROUND Reflection is viewed as a critical component of professional practice. The basic assumption is that reflection involves a deliberate process of thinking about a clinical situation which leads to insight and a subsequent change in practice. Several prescriptive models for reflection exist to provide a guide for reflection, however, few are grounded from an empirical examination of reflection in practice. There is a dearth of empirical data on what is actually happening in practice. DESIGN Descriptive, qualitative. METHODS In-depth interviews with 12 experienced acute care staff nurses in a community hospital in Northeastern USA was used to address the study aims. Data were collected between November 2009-May 2010. RESULTS/FINDINGS Examples of reflection were embedded in patient situations needing immediate nursing intervention. Reflection was a process involving four phases: Framing of the Situation, Pausing, Engaging in Reflection, and Emerging Intentions. CONCLUSION Experienced nurses used a process of reflection-on-action in practice. They gained insight and formulated intentions for change in nursing practice. Structured facilitated reflection might assist nurses in achieving a depth of reflection necessary to move from their intentions to changes in practice.

Reflection as an educational strategy in nursing professional development: an integrative review.

Reflection is a critical component of professional nursing practice and a strategy for learning through practice. This integrative review synthesizes the literature addressing the use of reflection as an educational strategy and reports outcomes from the use of reflective strategies. Reflection education is primarily nested in programs to meet specific clinical goals, structured with group facilitation. Findings suggest that reflective strategies stimulate learning in practice, enhance readiness to apply new knowledge, and promote practice change.

Knowledge utilization among experienced staff nurses.

The purpose of this descriptive exploratory study was to describe the processes staff nurses use to select and transfer new knowledge to practice. Eleven experienced staff nurses shared 29 examples in which gaining new knowledge resulted in changes in thinking or acting in a clinical situation. Findings indicated that knowledge utilization originated with the nurse who was active in selecting and using new knowledge. Nurses used multiple knowledge utilization processes primarily involving factual knowledge and instrumental utilization. Often, the decision to move knowledge to practice was based on comparison by similarity. There were no variations in utilization processes as nurses floated across units. Sources of new knowledge were primarily informal and unit based. Implications for staff development focus on developing unit-based resources and resource personnel, using innovative ways to introduce new knowledge on the unit, and providing time in formal classes for exchange of ideas on using new knowledge in practice.

The Lasater Clinical Judgment Rubric as a Framework to Enhance Clinical Judgment in Novice and Experienced Nurses.

Clinical judgment has been identified as a critical component of professional nursing practice and enables nurses to deliver safe patient care with optimal outcomes. Nurses, particularly those transitioning into clinical practice, may require assistance to enhance their clinical judgment skills. This article presents the Lasater Clinical Judgment Rubric, which has primarily been used in the academic setting, as a framework for nursing professional development specialists to enhance the clinical judgment skills of novice and experienced nurses.

Returning for a baccalaureate: a descriptive exploratory study of nurses' perceptions.

This qualitative study examines the experience of the RN who pursues a bachelor of science to determine the meaning found by pursuit of a baccalaureate, the extent to which the pursuit of the degree influences ones perception of oneself as a professional, and the impact of the degree on ones practice. The participants found personal satisfaction in pursuing their degrees and developed a broader approach to nursing practice. Implications for staff development specialists are discussed.

Revisiting the Delphi technique: implications for nursing professional development.

The Delphi technique is a multistage survey involving rounds of structured questions with a panel of identified experts. The approach is well suited for a range of applications in nursing professional development practice that involve priority setting and consensus building. This article provides an overview of the technique, steps in using the approach, and implications and suggestions for its use in nursing professional development practice.