Exploring Reflective Practice in Clinical Nursing Education among Nurse Educators
Main Article Content
Abstract
Introduction: Reflective practice is a recommended approach to boost excellence in clinical nursing education frameworks. Despite its significance, the literature on this practice among nurse educators is scarce, and the comprehensive exploration of it is inadequate. Thus, this study aims to assess nurse educators’ level of reflective thinking and their perception, understanding, and attitudes towards reflective practice in clinical nursing education. Methods: A mixed-method study employing a questionnaire (n = 221) was conducted among nurse educators in Ministry of Health Training Institutions across Malaysia between April and May 2022. Convenience sampling was used, and questionnaires were distributed online. The questionnaires included 16-item scales to measure reflective thinking using a 5-point Likert scale adapted from a previous study and 16 items consisting of closed-ended and open-ended questions. Quantitative data were analysed using descriptive statistics (SPSS version 26), while qualitative data underwent content analysis. Results: The study discovered that despite the high level of reflective thinking among nurse educators (mean score 4.00 ± 0.38), their inadequate understanding of the purpose of reflective practices integration into clinical nursing education led them to focus on the practice which barely benefit the learning process. However, the positive attitudes towards training indicate their willingness to enhance their knowledge and skills in this area, possibly contributing to the further development of reflective practice in clinical nursing education. Conclusion: Targeted training programmes and educational initiatives should be designed to address the gaps identified in this study and enhance reflective practices in clinical nursing education.
Downloads
Article Details
References
Cheng YC, Huang LC, Yang CH, Chang HC. Experiential learning program to strengthen self-reflection and critical thinking in freshmen nursing students during covid-19: A quasi-experimental study. Int J Environ Res Public Health. 2020;17(15):1–8. doi: 10.3390/ijerph17155442.
Von Colln-Appling C, Giuliano D. A concept analysis of critical thinking: A guide for nurse educators. Nurse Educ Today [Internet]. 2017;49:106–9. doi:10.1016/j.nedt.2016.11.007
Gallagher L, Lawler D, Brady V, OBoyle C, Deasy A, Muldoon K. An evaluation of the appropriateness and effectiveness of structured reflection for midwifery students in Ireland. Nurse Educ Pract [Internet]. 2017;22:7–14. doi:10.1016/j.nepr.2016.11.003
Younas A, Maddigan J. Proposing a policy framework for nursing education for fostering compassion in nursing students: A critical review. J Adv Nurs. 2019;75(8):1621-1636. doi:10.1111/jan.13946
Zhang C, Fan H, Xia J, Guo H, Jiang X, Yan Y. The Effects of Reflective Training on the Disposition of Critical Thinking for Nursing Students in China: A Controlled Trial. Asian Nurs Res (Korean Soc Nurs Sci) [Internet]. 2017;11(3):194–200. doi:10.1016/j.anr.2017.07.002
Kim YH, Min J, Kim SH, Shin S. Effects of a work-based critical reflection program for novice nurses. BMC Med Educ. 2018;18(1):30. doi: 10.1186/s12909-018-1135-0.
Donohoe A. The Blended Reflective Inquiry Educators Framework; origins, development and utilisation. Nurse Educ Pract. 2019;38:96–104. doi: 10.1016/j.nepr.2019.06.008.
Rolfe G. Rethinking reflective education: What would Dewey have done? Nurse Educ Today. 2014;34(8):1179–83. doi: 10.1016/j.nedt.2014.03.006.
Chan CK, Lee KK. Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review. 2021;32:100376. doi: 10.1016/j.edurev.2020.100376
Barbagallo MS. Completing reflective practice post undergraduate nursing clinical placements: A literature review. Teach Learn Nurs [Internet]. 2019;14(3):160–5. doi:10.1016/j.teln.2019.02.001
Naicker K, van Rensburg GH. Facilitation of reflective learning in nursing: Reflective teaching practices of educators. Afr J Nurs Midwifery. 2018;20(2):1–15. doi: 10.25159/2520-5293/3386
Summers JA. Developing Competencies in the Novice Nurse Educator: An Integrative Review. Teach Learn Nurs [Internet]. 2017;12(4):263–76. doi:10.1016/j.teln.2017.05.001
Benner P. From Novice to Expert. Am J Nurs. 1982;402–7.
Harvey M, Coulson D, Mackaway J, Winchester-Seeto T. Aligning reflection in the cooperative education curriculum. Asia-Pacific J Coop Educ [Internet]. 2010;11(3):137–52. Available from: https://www.ijwil.org/files/APJCE_11_3_137_152.pdf
Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education:a systematic review. Adv Health Sci Educ Theory Pract [Internet]. 2009 Oct [cited 2014 Mar 20];14(4):595–621. doi: 10.1007/s10459-007-9090-2.
Barbour JF. The making of a butterfly: Reflective practice in nursing education. International Journal for Human Caring. 2013;17(3):7-12. doi: 10.20467/1091-5710.17.3.7
O’Brien B, Graham MM. BSc nursing & midwifery students experiences of guided group reflection in fostering personal and professional development. Part 2.for discussion and innovation section. Nurse Educ Pract [Internet]. 2020;48(July 2018):102884. doi:10.1016/j.nepr.2020.102884
Barbagallo MS. Nursing students’ perceptions and experiences of reflective practice: A qualitative meta-synthesis. Teach Learn Nurs [Internet]. 2021;16(1):24–31. doi:10.1016/j.teln.2020.07.006
Roh YS, Kelly M, Ho Ha E. Comparison of instructor-led versus peer-led debriefing in nursing students. Nurs Heal Sci. 2016;18(2):238–45. doi: 10.1111/nhs.12259.
Van Beveren L, Roets G, Buysse A, Rutten K. We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review. 2018;24:1-9. doi: 10.1016/j.edurev.2018.01.002
Mohd Qhairil Anwar Azhar, Zamri Mahamod. Tahap Perbezaan Pengetahuan, Sikap dan Amalan Menggunakan Enam Topi Pemikiran Berdasarkan Jantina dan Pengkhususan dalam kalangan Guru Bahasa Melayu Sekolah Kebangsaan. Malay Lang Educ J –MyLEJ. 2018;8(2):13–24.
Schreier M. Qualitative Content Analysis in Practice. SAGE Publications. 2012. 1–272 p.
Witzke AK, Bucher L, Collins M, Essex M, Prata J, Thomas T, Waterhouse J WW. Research needs assessment: Nurses’ knowledge, attitudes, and practices related to research. J Nurses Prof Dev. 2008;24(1):12–8. doi: 10.1097/01.NND.0000300846.89598.85
Fofana F, Bazeley P, Regnault A. Applying a mixed methods design to test saturation for qualitative data in health outcomes research. PLoS One. 2020;15(6):e0234898. doi: 10.1371/journal.pone.0234898.
Mohamed M, Rashid RA, Alqaryouti MH. Conceptualizing the complexity of reflective practice in education. Front Psychol [Internet]. 2022 Oct 19;13. doi:10.3389/fpsyg.2022.1008234/full
Ghanizadeh A. The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. High Educ. 2017;74(1):101–14. doi:10.1007/s10734-016-0031-y
Tashiro J, Shimpuku Y, Naruse K, Maftuhah, Matsutani M. Concept analysis of reflection in nursing professional development. Jpn J Nurs Sci [Internet]. 2013 Dec [cited 2017 Jan 25];10(2):170–9. doi: 10.1111/j.1742-7924.2012.00222.x
Marshall T. The concept of reflection: a systematic review and thematic synthesis across professional contexts. Reflective Pract [Internet]. 2019 May 4;20(3):396–415. doi:10.1080/14623943.2019.1622520
Haji Seyed Abolghasem F, Othman J, Ahmad Shah SS. Enhanced Learning: the Hidden Art of Reflective Journal Writing Among Malaysian Pre-Registered Student Nurses. J Nusant Stud. 2020;5(1):54–79.
Silvia B, Valerio D, Lorenza G. The reflective journal: A tool for enhancing experience-based learning in nursing students in clinical practice. Journal of Nursing Education and Practice. 2013;3(3):102. doi: 10.5430/jnep.v3n3p102
Chan CKY, Wong HYH, Luo J. An exploratory study on assessing reflective writing from teachers’ perspectives. High Educ Res Dev [Internet]. 2020 Jun 7;40(4):706–20. doi:10.1080/07294360.2020.1773769
Lin CC, Han CY, Wu ML (Winnie), Hsiao PR, Wang LH, Chen LC. Enhancing reflection on medical and surgical nursing among nursing students: A participatory action research study. Nurse Educ Today. 2021 Jul 1;102. doi: 10.1016/j.nedt.2021.104935
Moniz T, Arntfield S, Miller K, Lingard L, Watling C, Regehr G. Considerations in the use of reflective writing for student assessment: issues of reliability and validity. Med Educ [Internet]. 2015 Sep [cited 2016 Sep 15];49(9):901–8. doi: 10.1111/medu.12771.
Austin D, Gilkison A, Clemons J. Turning reflection into learning: a practice development tool for midwifery students. Reflective Pract [Internet]. 2020;21(3):301–15. doi:10.1080/14623943.2020.1738370
Smith T. Guided reflective writing as a teaching strategy to develop nursing student clinical judgment. Nurs Forum. 2021;56(2):241–8. doi: 10.1111/nuf.12528
Almomani E, Alraoush T, Saadah O, Nsour A Al, Kamble M, Samuel J, et al. Reflective learning conversations as an approach for clinical learning and teaching in critical care. Qatar Med J. 2020;2019(2):1–4. doi: 10.5339/qmj.2019.qccc.64