Views of Nursing Students about Reflection: A Qualitative Study

AUTHORS

Marrzieh Moattari 1 , *

1 Assistant professor, Shiraz University of Medical Sciences and Health services

How to Cite: Moattari M. Views of Nursing Students about Reflection: A Qualitative Study, J Med Edu. 2007 ; 11(1 & 2):e105317. doi: 10.22037/jme.v11i1,2.1019.

ARTICLE INFORMATION

Journal of Medical Education: 11 (1 & 2); e105317
Published Online: June 08, 2009
Article Type: Research Article
Received: June 07, 2009
Accepted: June 08, 2009
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Abstract

Background and purpose: The phenomenon of knowledge explosion has led teachers to feel the necessity of training students so that they become reflective thinkers. This issue is particularly important for nursing students who are responsible for providing care for patients. The purpose ofthis study is exploration of nursing students’ views on reflection on practice.Methods: Twenty senior nursing students participated in this study. They were asked to reflect on their clinical experiences for 10 weeks of their final clinical course. They were also asked to write their reflection in their weekly journals. The journals were studied by the researcher and appropriatefeedback was given to the student regarding their reflective writing. At the end of the clinical course, they were divided into 2 groups to participate in 2 separate focus group session and to discuss the issues regarding 9 proposed open – ended questions. The students’ responses were tape – recorded and a transcript was made and analyzed qualitatively. The data were coded and categorized. Then each category was named to elicit the related constructs.Results: Qualitative data analysis showed that refection as a learning strategy has impact on 5 different elements of teaching learning process: caring, thinking, theory practice integration, selfregulatory mechanisms and motivation.Conclusion: Nursing students evaluated their experience on reflection on practice as an effective and valuable strategy. They believe that reflection through 5 different but related elements make them to consolidate their learning and plan their future experiences. Four out of the five emergedconstructs in this study are very similar to elements of cyclic learning proposed by Kolb (1984) and are capable of being integrated into experiential learning cycle. Motivation can be integrated into this cycle. Based on the result of this study reflection is suggested to be integrated in Iranian nursing curriculum.

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  • © 2007, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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