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dc.contributor.authorCooke, Marieen_US
dc.contributor.authorMatarasso, Bethen_US
dc.contributor.editorBrenda Happellen_US
dc.date.accessioned2017-04-24T09:03:34Z
dc.date.available2017-04-24T09:03:34Z
dc.date.issued2005en_US
dc.date.modified2007-03-19T21:38:05Z
dc.identifier.issn1445-8330en_US
dc.identifier.doi10.1111/j.1440-0979.2005.00388.xen_AU
dc.identifier.urihttp://hdl.handle.net/10072/4847
dc.description.abstractReflective practice in nursing has been shown to improve both client care and nurses role satisfaction. Students require regular and guided opportunities to learn the necessary reflective skills that underpin best practice. Problem-based learning (PBL) processes based on comprehensive learning packages developed from actual clinical cases provide a contextualized and realistic means for students to develop and hone their reflective skills for use as mental health practitioners. This paper uses a case illustration to demonstrate the usefulness of PBL as a mechanism for developing reflective practice in the mental health context. Students analysed five cases drawn from actual documented clinical materials that included nursing, medical and allied health professionals' assessments, treatment regimes, and progress notes. One student's written analysis of the five cases and an interview with the student is presented as a case illustration. The case illustrates the student's reflections on the theme of 'hope' for the clients and identified three obstacles. These were: (i) a lack of acknowledgement by health professionals of traumatic life events; (ii) overlooking less tangible losses; and (iii) a central focus on drug treatment. Reflective learning strategies can be incorporated in on- and off-campus learning environments and used to assist the learner to practise critical reflective skills in a controlled and safe manner. Reflective processes are more meaningful if the PBL package that students encounter represents real clinical scenarios with comprehensive resource materials.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherWiley-Blackwell Publishingen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.blackwell-synergy.com/doi/full/10.1111/j.1440-0979.2005.00388.xen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom243en_US
dc.relation.ispartofpageto248en_US
dc.relation.ispartofjournalInternational Journal of Mental Health Nursingen_US
dc.relation.ispartofvolume14en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode321105en_US
dc.titlePromoting reflection in mental health nursing practice: A case illustration using problem-based learningen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Nursing and Midwiferyen_US
gro.rights.copyrightCopyright 2005 Blackwell Publishing. The definitive version is available at [www.blackwell-synergy.com.]en_AU
gro.date.issued2005
gro.hasfulltextNo Full Text


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    Contains articles published by Griffith authors in scholarly journals.

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