Enhancing Reflective Practice Through Online Learning
Author Information
Author(s): Jenny Sim, Radloff A
Primary Institution: RMIT University
Hypothesis
Can online learning enhance healthcare practitioners' reflective practice and its impact on clinical practice?
Conclusion
The study shows that it is possible to assist practitioners engage in reflective practice using an online CPD educational framework.
Supporting Evidence
- Participants reported increased confidence and engagement in reflective practice.
- Over half of the participants continued to reflect on literature and engage in evidence-based practice after the module.
- Participants assumed greater responsibilities and took proactive roles in their workplace.
Takeaway
This study found that online learning can help healthcare workers think more about their work and improve how they do their jobs.
Methodology
The study used a cyclical process of action research to pilot an online module with two groups of volunteer radiation therapists.
Potential Biases
Potential bias due to self-reported data from participants.
Limitations
The study's findings may not be generalizable beyond the specific context of radiation therapy practitioners.
Participant Demographics
Participants included radiation therapists from Australia, New Zealand, and Canada, with varied age groups and years of experience.
Digital Object Identifier (DOI)
Want to read the original?
Access the complete publication on the publisher's website