Skip to content
Licensed Unlicensed Requires Authentication Published by De Gruyter August 20, 2019

Developing Reflective Thinking through Poetry Writing: Views from Students and Educators

  • Kirsten Jack EMAIL logo and Sam Illingworth

Abstract

Aims and Objectives To explore student nurse and educator perspectives on the use of poetry writing as a way to reflect on important nursing practice issues. Background Reflective practice is a well-established method of learning in pre-registration nurse education although student nurses can find reflection a challenging process. Design An exploratory descriptive approach. Methods Data were extracted from unstructured interviews with students and educators (n = 12) from one university in the North-West region of England, United Kingdom (UK). Data were thematically analysed. Results Poetry writing supports a meaningful exploration of events, which have the potential to lead to changes in perspective. Careful planning of the poetry writing process is required, to ensure the potential of this approach is realised. Conclusion Poetry writing is an effective way to reflect on clinical practice. This work has relevance and transferability to a wide range of professional disciplines, where reflective practice is encouraged.

References

Argyris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.Search in Google Scholar

Bagnato, S., Dimonte, V., & Garrino, L. (2013). The reflective journal: A tool for enhancing experienced based learning in nursing students in clinical practice. Journal of Nursing Education and Practice, 3(3), 102–111. doi:10.5430/jnep.v3n3p102Search in Google Scholar

Belvis, E., Pineda, P., Armengol, C., & Moreno, V. (2013). Evaluation of reflective practice in teacher education. European Journal of Teacher Education, 36(3), 279–292. doi:10.1080/02619768.2012.718758Search in Google Scholar

Bolton, G. (1999). Every poem breaks a silence that had to be overcome. Feminist Review, 62, 118–133. doi:10.1080/014177899339225Search in Google Scholar

Bolton, G. (2014). Reflective practice (4th ed.). London: Sage.Search in Google Scholar

Brookfield, S. D. (1986). Understanding and facilitating adult learning. Buckingham: OU Press.Search in Google Scholar

Chan, Z. C. Y. (2014). Exploration of artistry in nursing teaching activities. Nurse Education Today, 34, 924–928. doi:10.1016/j.nedt.2013.11.009Search in Google Scholar PubMed

Coleman, D., & Willis, D. S. (2015). Reflective writing: The student nurse’s perspective on reflective writing and poetry writing. Nurse Education Today, 35, 906–911. doi:10.1016/j.nedt.2015.02.018Search in Google Scholar PubMed

Coward, M. (2011). Does the use of reflective models restrict critical thinking and therefore learning in nurse education? What have we done? Nurse Education Today, 31, 883–886. doi:10.1016/j.nedt.2011.01.012Search in Google Scholar PubMed

Cranton, P. (2016). Understanding and promoting transformative learning: A guide to theory and practice. Virginia: Stylus.Search in Google Scholar

Davis, C. (1997). Poetry about patients: Hearing the nurse’s voice. Journal of Medical Humanities, 18, 111–125.10.1023/A:1025629500471Search in Google Scholar

Dewey, J. (1933/2007). How we think. Stilwell KS: Digireads.com Publishing.10.1037/10903-000Search in Google Scholar

Etherington, K. (2004). Becoming a reflexive researcher; using our selves in research. London: Jessica Kingsley.Search in Google Scholar

Evans, A., Cody, A., Copeland, A., Giddings, J., Joy, P., Noone, M. A., & Rice, S. (2017). Reflective practice: The essence of clinical legal education. In Australian clinical legal education: Designing and operating a best practice clinical program in an Australian law school (pp. 153–177). Canberra: The Australian National University Press.Search in Google Scholar

Furman, R., Coyne, A., & Negi, N. J. (2008). An international experience for social work students: Self reflection through poetry and journal writing exercises. Journal of Teaching in Social Work, 28, 71–85. doi:10.1080/08841230802178946Search in Google Scholar

General Dental Council. (2017). Enhanced CPD. London: GDC. Retrieved September 17, 2018 from https://www.gdc-uk.org/professionals/cpd/enhanced-cpdSearch in Google Scholar

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.Search in Google Scholar

Jack, K. (2012). “Putting the words ‘I am sad’ doesn’t quite cut it sometimes!”: The use of art to promote emotional awareness in nursing students. Nurse Education Today, 32, 811–816. doi:10.1016/j.nedt.2012.04.020Search in Google Scholar PubMed

Jack, K. (2015). The use of poetry writing in nurse education: An evaluation. Nurse Education Today, 35, e7–e10. doi:10.1016/j.nedt.2015.04.011Search in Google Scholar PubMed

Jack, K. (2017). The meaning of compassion fatigue to student nurses: An interpretive phenomenological study. Journal of Compassionate Health Care, 4. Retrieved September 15, 2018 from https://jcompassionatehc.biomedcentral.com/articles/10.1186/s40639-017-0031-510.1186/s40639-017-0031-5Search in Google Scholar

Jack, K., Hamshire, C., & Chambers, A. (2017). The influence of role models in undergraduate nurse education. Journal of Clinical Nursing, 26(23–24), 4707–4715. doi:10.1111/jocn.13822Search in Google Scholar PubMed

Jack, K., & Illingworth, S. (2017). ‘Saying it without saying it’: Using poetry as a way to talk about important issues in nursing practice. Journal of Research in Nursing (in Press). doi:10.1177/1744987117715293Search in Google Scholar

Jack, K., & Tetley, J. (2016). Using poems to explore the meaning of compassion to undergraduate nursing students. International Practice Development Journal, 6. Retrieved September 15, 2018 from https://www.fons.org/Resources/Documents/Journal/Vol6No1/IPDJ_0601_04.pdf10.19043/ipdj.61.004Search in Google Scholar

Jasper, M. A. (1999). Nurses perceptions of the value of written reflection. Nurse Education Today, 19, 452–463. doi:10.1054/nedt.1999.0328Search in Google Scholar PubMed

Kennison, M. (2012). Developing reflective writing as effective Pedagogy. Nursing Education Perspectives, 33, 306–3115.10.5480/1536-5026-33.5.306Search in Google Scholar PubMed

Kidd, L., & Tusaie, K. (2004). Disconfirming beliefs: The use of poetry to know the lived experience of student nurses in mental health clinicals. Issues in Mental Health Nursing, 25, 403–414. doi:10.1080/01612840490432934Search in Google Scholar PubMed

Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Science Education, 14, 595–621. doi:10.1007/s10459-007-9090-2Search in Google Scholar PubMed

McMullan, M. (2006). Student’s perceptions on the use of portfolios in pre-registration nursing education: A questionnaire survey. International Journal of Nursing Studies, 43(3), 333–343. doi:10.1016/j.ijnurstu.2005.05.005Search in Google Scholar PubMed

Mohammadian, Y., Shahidi, S., Mahaki, B., Mahammadi, A. Z., Baghban, A. A., & Zayeri, F. (2011). Evaluating the use of poetry to reduce signs of depression, anxiety and stress in Iranian female students. The Arts in Psychotherapy, 38, 59–63.10.1016/j.aip.2010.12.002Search in Google Scholar

Nowell, L. S., Norris, J. M., & White, D. E. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods. doi:10.1177/1609406917733847Search in Google Scholar

Nursing & Midwifery Council. (2010). Standards for pre-registration nursing education. London: NMC.Search in Google Scholar

Nursing & Midwifery Council. (2017). Revalidation (updated March 2017) London: NMCSearch in Google Scholar

O’Donovan, M. (2006). Reflecting during clinical placement – Discovering factors that influence pre-registration psychiatric nursing students. Nurse Education in Practice, 6(3), 134–140. doi:10.1016/j.nepr.2005.10.005Search in Google Scholar PubMed

RCVS. (2018). Lifelong learning. Retrieved September 13, 2018 from https://www.rcvs.org.uk/lifelong-learning/Search in Google Scholar

Saarikoski, M., Marrow, C., Abreu, W., Riklikiene, O., & Ozbicakci, S. (2007). Student nurses experiences of supervision and mentorship in clinical practice: A cross cultural perspective. Nurse Education in Practice, 7(6), 407–415. doi:10.1016/j.nepr.2007.02.006Search in Google Scholar PubMed

Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.Search in Google Scholar

Shapiro, J., & Stein, H. (2005). Poetic licence: Writing poetry as a way for medical students to examine their professional relational systems. Families, Systems and Health, 23(3), 278–292. doi:10.1037/1091-7527.23.3.278Search in Google Scholar

Spencer, L., Ritchie, J., Ormson, R., O’Connor, W., & Barnard, M. (2013). Analysis: Principles and processes. In J. Ritchie, J. Lewis, C. Mcnaughton-Nicholls, & R. Ormston (Eds.), Qualitative research practice, a guide for social science students & researchers (2nd ed., pp. 269–293). London: Sage.Search in Google Scholar

Threlfall, S. (2013). Poetry in action (research). An innovative means to a reflective learner in higher education (HE). Reflective Practice: International and Multidisciplinary Perspectives, 14(3), 360–367. doi:10.1080/14623943.2013.767232Search in Google Scholar

Timmins, F., & Dunne, P. J. (2009). An exploration of the current use and benefit of nursing student portfolios. Nurse Education Today, 29, 330–341. doi:10.1016/j.nedt.2008.12.010Search in Google Scholar PubMed

Timmins, F., Murphy, M., Howe, R., & Dennehy, C. (2013). “I hate Gibb’s reflective cycle 1998” (Facebook©2009): Registered nurses’ experiences of supporting nursing students’ reflective practice in the context of student’s public commentary. Procedia – Social and Behavioural Sciences, 93, 1371–1375. doi:10.1016/j.sbspro.2013.10.046Search in Google Scholar

Warne, T., & McAndrew, S. (2010). End note: Thoughts in search of a thinker. In T. Warne & S. McAndrew (Eds.), Creative approaches to health and social care. Palgrave MacMillan: Education Hampshire.10.1007/978-1-137-22639-6Search in Google Scholar

Whitehead, D. (2002). The academic writing experiences of a group of student nurses: A phenomenological study. Journal of Advanced Nursing, 42(3), 244–251.10.1046/j.1365-2648.2002.02211.xSearch in Google Scholar PubMed

Received: 2018-09-18
Revised: 2019-03-10
Accepted: 2019-03-10
Published Online: 2019-08-20

© 2019 Walter de Gruyter GmbH, Berlin/Boston

Downloaded on 20.5.2024 from https://www.degruyter.com/document/doi/10.1515/ijnes-2018-0064/html
Scroll to top button