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      • Reflective practice is increasingly being considered as a critical dimension of professional development for health professionals. Professional standards and credentialing processes to demonstrate continuing competence for most health professionals now require demonstrations of reflection or reflective practice.
      libguides.scu.edu.au/reflectivepractice/when
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  2. Dec 1, 2019 · The act of consistent reflection on a healthcare professional's actions has been shown to have an impact on providing optimal care. 16 A range of reflective practice tools has been investigated in relation to how they can assist healthcare professionals in decision-making.

  3. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education, and across a variety of health professions. The evidence to support and inform these curricular interventions and innovations remains largely theoretical.

    • Karen Mann, Jill Gordon, Anna MacLeod
    • 2009
  4. Jan 1, 2005 · Reflective practice is now seen as an integral part of continuing professional development and lifelong learning in healthcare. However, there remains considerable confusion as to what the...

  5. Dec 1, 2007 · Do practicing health professionals engage in reflective practice? What is the nature of students’ reflective thinking? Can reflective thinking be assessed?

  6. Jul 20, 2023 · This chapter has illustrated the pedagogy of reflective practice requires health professional educators to not only be engaged, creative, and innovative but most importantly to be reflective practitioners themselves.

  7. Feb 22, 2024 · The art of reflection enables practitioners to improve patient care, develop skills and knowledge, improve the quality of services and enhance organisational development. Many higher education courses for healthcare professionals include reflective practice as part of the curriculum.

  8. Nov 23, 2007 · Do practicing health professionals engage in reflective practice? Although our purpose was to look for the effectiveness of reflection in health professions education, we felt it important to explore whether this activity could be demonstrated in practicing professionals.

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