Student Led Reflection Sessions 

Throughout their three-year diploma/degree programme, learning disability nursing students at Edinburgh Napier University experience various models of reflection, starting with a simple model and then gradually building their reflective skills before being introduced to a more complex model. In years one and two, Gibbs’ (1988) model was utilised. The new experience: Our aim in year three was to create an environment of support and structure that would, in preparation for employment, enable the students to exercise their facilitation skills, as well as encourage critical thinking and deeper learning through reflective dialogue. The rationale for introducing ‘peer facilitation’ in year three was therefore to: -Support the transition to a more professional context; in other words, prepare the students for the time in the near future when they would be required to facilitate reflection with their peers, their own students and others. - Consolidate skills already learned in practice and in university. - Engage students in active learning – that is, by learning, thinking, doing and reflecting. The reflective model used for the third year was Johns’ (1995) 10th version of Carper’s ways of knowing. This was the students’ first experience of leading a session with their peers as a facilitator and of presenting their reflective account of their experiences in practice to a peer. Some preparation was given at the start of the trimester to allow the students time to understand the new model being presented and what was expected of them. It was hoped that students would use their prior knowledge and experience to explore new ideas, consolidate their understanding and then develop their knowledge further (Cowan 1998). The first session was used to set the ground rules and negotiate who would be presenting and who would be facilitating each week for the whole of the trimester (15 weeks), ensuring that each student had an equal opportunity to do both. The tutors supported this learning experience by initially modelling facilitation and presenting a reflective account, and by providing timely, constructive feedback throughout the sessions