ABSTRACT

Structured reflective writing during clinical placement has been shown to be valuable for students’ learning and for their personal and professional development. The aim of this study was to examine clinical supervisors’ experiences of midwifery students’ daily written reflections on their practice at birthing units. A qualitative study was performed, and data were analysed using content analysis. In total 17 midwives working as clinical supervisors in the South of Sweden were interviewed using both focus groups and individual interviews.

One main category ‘A process for mutual professional growth’, three categories and seven subcategories emerged from the analyses. The supervisors’ experience was that reflective writing facilitated individualized supervision and initiated a loop of reflection. The way students wrote their reflections affected the feedback and was an aid for the supervisor to be active and flexible. The process of using written reflections was considered as a tool for following the progress of the students and the process of learning but also developed the midwife in her supervisory as well as in her professional role. The supervisors called for more time allotted, better organizational support, and clearer instructions for how to write feedback.

摘要

临床实习期间结构化的反思性写作对学生的学习以及个人和专业发展具有重要意义。这项研究的目的是检验临床主管对助产士学生在分娩时日常实践的书面思考。进行了定性研究，并使用内容分析法对数据进行了分析。瑞典南部地区共有17名助产士担任临床主管，他们分别进行了焦点小组访谈和个人访谈。

分析得出了一个主要类别“共同职业成长的过程”，三个类别和七个子类别。主管的经验是，反思性写作促进了个性化的监督并引发了反思循环。学生表达自己的想法的方式会影响反馈，并有助于上司保持积极主动和灵活。使用书面思考的过程被认为是跟踪学生进步和学习过程的一种工具，但也使助产士在她的监督和职业角色中得到了发展。主管要求分配更多的时间，更好的组织支持以及更清晰的说明以编写反馈。