Perspectives and experiences of nurse academics teaching reflective practice to undergraduate Bachelor of Nursing students: a scoping review

Abstract

Background: Reflective practice is essential in nursing education, as it promotes critical thinking and fosters professional growth. Although it is acknowledged in higher education and included in university attributes, the perspectives and experiences of nurse academics who teach it remain underexplored. Aim: This scoping review aimed to synthesise published primary studies exploring the perspectives and experiences of nurse academics teaching reflective practice to undergraduate Bachelor of Nursing students. Method: Databases searched included ProQuest Nursing, Medline, CINAHL, Scopus, Web of Science and the Cochrane Library, with a focus on primary studies from 2010 onwards. Using the Joanna Briggs Institute methodology and PRISMA guidelines, 11 studies were reported and thematically analysed. Results: From synthesising the included studies, four key themes were identified: (1) Reflective practice and the role of academics, (2) Reflective practice and academic challenges, (3) Reflective practice learning approaches and (4) Reflective practice and academic vulnerability. Conclusion: The studies revealed a limited understanding of the experiences and expectations of academics teaching reflective practice, with a focus primarily on identifying barriers rather than exploring the personal experiences of those who teach it. Further research is necessary to understand the perspectives and experiences of academics who teach reflective practice to undergraduate Bachelor of Nursing students.