Abstract

Structured reflection can be helpful to nurses trying to improve their practice. The use of reflection on the West Dorset Nursing Development Unit came after the introduction of primary nursing, which had caused staff to begin to question the nursing process and their effect on patients. This article is based on the following literature: Structured reflection is a useful way to bring issues of theory and practice together because it encourages people to be self-questioning and to challenge accepted beliefs. Allen (1985) says: "The advantage of critical social science for nursing and nurses is that it offers the opportunity to shatter the ideological mirror that traps us and our clients. It forces us to question that status quo at every turn." An investigation of certain literature on reflective theory (Graham, 1995; Hogston, 1995) reveals that a reflective process helps nurses to examine the knowledge that underpins their practice. The implications are significant for individual practitioners and ward teams. An exploration of practice may reveal and challenge fundamental beliefs and values underpinning care and its organisation; this should lead to the development of nurses and to better informed practice. Emden (1991) suggests that reflective practice is of pre-eminent interest to nurses. To be a reflective practitioner suggests professional maturity and a strong commitment to improving practice. Atkins and Murphy (1993) identify the central component of reflection as the use of self-awareness development in order to achieve a changed perspective. They see the key stages in the reflective process as: . Awareness of feelings and thoughts; . Critical analysis of the situation; . Development of new perspectives.