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Lookup NU author(s): Dr Hamde Nazar, Dr Adam RathboneORCiD, Professor Andy HusbandORCiD
This is the authors' accepted manuscript of an article that has been published in its final definitive form by Oxford University Press, 2021.
For re-use rights please refer to the publisher's terms and conditions.
AbstractObjectivesIterative reflective practice is recognised to support learners’ formation of humanism and resilience, facilitating the healthy development of professional identity. In one undergraduate pharmacy programme, students experience a series of seminars to develop their understanding and skills in the practice of reflection and its articulation. In Stage (year) 4, students engage in a reflection conference where they present a reflective account of a ‘Significant Learning Event’ or their journey ‘From Student to Professional’. Student abstracts from this conference were investigated to explore the nature of the reflective practice.MethodsThe student abstracts submitted for the reflection conference in the academic years 2017–2018 and 2018–2019 were subjected to manifest and latent content analysis to investigate what and how students chose to reflect. This was supplemented by the ethnographic approach of the researchers, who attended, observed and engaged with students at the event.Key findings107 abstracts were submitted across the cohorts. Students reflected mainly upon experiences across a range of extra- and co-curricular activities, and reported significant learning, according to Fink’s taxonomy, mainly in the human dimension, caring and learning to learn.ConclusionsAt the culmination of the reflection educational strand within this programme, students demonstrated purposeful, deliberate introspection and metacognition in their abstracts for the reflection conference. These skills are fundamental to support transformative learning, whereby students have the ability to self-regulate and critique their frames of reference with autonomy and flexibility that will enable them to most effectively engage and benefit from lifelong learning within the profession.
Author(s): Nazar H, Rathbone A, Husband AK
Publication type: Article
Publication status: Published
Journal: International Journal of Pharmacy Practice
Year: 2021
Pages: 1-6
Online publication date: 05/04/2021
Acceptance date: 19/01/2021
Date deposited: 07/04/2021
ISSN (print): 0961-7671
ISSN (electronic): 2042-7174
Publisher: Oxford University Press
URL: https://doi.org/10.1093/ijpp/riab005
DOI: 10.1093/ijpp/riab005
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