Keywords

clinical teaching methods, critical incident technique, health professions education, nursing education, reflection

Authors

1. Steven, Alison PhD, RN
2. Wilson, Gemma PhD
3. Turunen, Hannele PhD, RN
4. Vizcaya-Moreno, M. Flores PhD, RN
5. Azimirad, Mina MNSc, RN
6. Kakurel, Jayden PhD
7. Porras, Jari PhD
8. Tella, Susanna PhD, RN
9. Perez-Canaveras, Rosa PhD, RN
10. Sasso, Loredana MEdSc, RN
11. Aleo, Giuseppe PhD
12. Myhre, Kristin PhD, RN
13. Ringstad, Oystein PhD
14. Sara-Aho, Arja RN
15. Scott, Margaret RN
16. Pearson, Pauline PhD, RN

Abstract

Background: The terms critical incident technique and reflection are widely used but often not fully explained, resulting in ambiguity.

Purpose: The aims of this review were to map and describe existing approaches to recording or using critical incidents and reflection in nursing and health professions literature over the last decade; identify challenges, facilitating factors, strengths, and weaknesses; and discuss relevance for nursing education.

Methods: A systematic narrative review was undertaken. MEDLINE and the Cumulative Index to Nursing and Allied Health Literature were searched using MeSH terms, returning 223 articles (2006-2017). After exclusions, 41 were reviewed.

Results: Articles were categorized into 3 areas: descriptions of the development of an original tool or model, critical incidents or reflection on events used as a learning tool, and personal reflections on critical incidents.

Conclusions: Benefits have been identified in all areas. More attention is needed to the pedagogy of reflection and the role of educators in reflection.