Visual limitations do not indicate poor quality of life: reflections by future eye care professionals

ABSTRACT

This paper describes a study analysing eye care professional students’ written reflections following their engagement with clients with low vision conditions. By embedding a reflective practice model (Schon’s reflection-in-action and reflection-on-action) within a higher education curriculum, students’ assumptions and beliefs were challenged. Analysis of fifty-two reflective essays were analysed using the Braun and Clarke’s 6-phase process for inductive thematic analysis. This generated three themes: (i) Students’ perceptions that visual limitations do not necessarily equate to a poorer quality of life; (ii) Extrinsic and intrinsic influences affect patient care; and (iii) Eye care professionals’ role expands to holistic care. An additional outcome of this study supports embedding reflective practice activities within the curriculum. By providing students with a platform to reflect and challenge their assumptions, may have the potential to enhance their understanding and improve future practice.

Acknowledgments

The authors would like to thank colleague Mariyam Aly, Graduate School of Health, University of Technology Sydney (UTS), Australia for her assistance with formatting references for this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Cherie Lucas

Dr Cherie Lucas, Senior Lecturer, pharmacist and Clinical Education Manager (Clinical Placements) for the Master of Pharmacy degree, UTS. Her research expertise includes reflective practice. She has led teams in developing tools, assessment strategies and curricula resources to enhance students’ reflective capacity. Dr Lucas’ work and collaboration in the area of reflective practice has been awarded two international awards: Best Full paper, International Learning Analytics and Knowledge Conference (LAK 17), Canada, 2017; Teaching Innovation Award, International Pharmacy Education Symposium, Italy 2017; and is the recipient of four University/National Teaching awards: 2020 Deans’ Academic Excellence Award for Innovation in Learning and Teaching; 2020 UTS Learning and Teaching Citation honour as Project Lead; 2018 UTS Learning and Teaching Citation honour as Project lead; and 2019 Australian Award for University Teaching (AAUT) Citation: Individual Category- for Outstanding Contribution to Student Learning.

Vincent Nguyen

Dr Vincent Nguyen, Lecturer at the University of Technology Sydney (UTS), Australia, Discipline of Orthoptics, Graduate School of Health. His research expertise includes vision rehabilitation, visual psychophysics and clinical visual electrophysiology. Dr Nguyen collaborates with various vision rehabilitation organisations in Nsw, Australia bringing in industry partners and clinical patients to educate eye care professional students (Orthoptists) on low vision conditions. His most cited paper to date (112 citations) includes research related to biological vision.