Clinical psychologists’ experience of cultivating reflective practice in trainee clinical psychologists during supervision: a qualitative study.

Ooi, Su Min (2019) Clinical psychologists’ experience of cultivating reflective practice in trainee clinical psychologists during supervision: a qualitative study. Doctoral thesis, University of East Anglia.

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Abstract

Background: Reflective practice (RP) has long been regarded as a key component in lifelong personal and professional learning. Therefore, RP is a core component of supervision in the guidelines set out by professional bodies and registration authorities. Despite the high recognition for its importance, assessment and promotion of RP may be inconsistent within clinical psychology training. This may be due to a lack of a unified definition and hence assessment of RP. Since the above are required to effectively promote RP, this thesis aimed to: 1) identify existing RP assessment tools via a systematic review, and 2) identify themes associated with the promotion of RP during clinical psychology training.

Design: This thesis consists of a systematic review of RP assessment tools for healthcare professionals, as well as an empirical study exploring clinical psychologists’ experience in cultivating RP in trainee clinical psychologists during supervision.

Results: The systematic review identified 18 papers and nine assessment tools were identified. Among them, the Reflective Questionnaire (RQ), and Self-Reflection and Insight Scale (SRIS) were more frequently used. The empirical study generated six themes that captured participants’ experiences in the promotion of RP during supervision, namely: 1) interpersonal aspects of supervision, 2) collaboration and trainees’ engagement, 3) developmental process of RP, 4) conscious attempts to promote reflection, 5) awareness of potential barriers to reflection, and 6) psychological models and RP. Both the systematic review and empirical study outlined the lack of an agreed definition of RP construct.

Conclusion: The systematic review recommended that the RQ and SRIS could be used to assess reflective practice within healthcare settings. The empirical study outlined the themes participants found useful to enhance trainees’ engagement in 4 reflective practice. Given the lack of a unified RP construct, there is an urgent need for more studies and consensus among professional bodies and authorities.

Item Type: Thesis (Doctoral)
Faculty \ School: Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User: Users 11011 not found.
Date Deposited: 19 Nov 2019 11:32
Last Modified: 19 Nov 2019 11:32
URI: https://ueaeprints.uea.ac.uk/id/eprint/73003
DOI:

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