Nursing students’ perceptions and experiences of reflective practice: A qualitative meta-synthesis

Barbagallo, Michael S.

doi:10.1016/j.teln.2020.07.006

Cited by 18 publications

(26 citation statements)

References 46 publications

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“…The concept of exchanging experiences as a consequence of reflection has received less attention in previous research. 29 The practice of reflection has prompted them to actively collaborate, engage, and support one other during the learning procedure, as evidenced by the RO domain scores, according to the findings of the previous study. Sharing experiences leads to better caring and learning outcomes.…”

Section: Discussionmentioning

confidence: 54%

“…Peace of mind contributes to improved mental health and personal development, which may have an influence on nursing care quality. The concept of exchanging experiences as a consequence of reflection has received less attention in previous research 29 . The practice of reflection has prompted them to actively collaborate, engage, and support one other during the learning procedure, as evidenced by the RO domain scores, according to the findings of the previous study.…”

Section: Discussionmentioning

confidence: 90%

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Saudi nursing student satisfaction and evaluation of reflective practice: A cross‐sectional study

Alosaimi

2022

Nursing Forum

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Background Regardless of the fact that reflection has been documented in nursing literature for several years and is recognized in the nursing profession to improve learners' knowledge and mindfulness, this topic requires investigation in Gulf countries from a student perspective, as no studies have been published in the gulf regarding nursing students’ perspectives on reflective practice. Methods A total of 261 nursing students from the third and fourth academic years at one major educational institution were recruited using a quantitative cross‐sectional study design. Results The participating nursing students reported high scores on the level of all domains of reflective practice as well as on the level of student satisfaction, where 3rd year students scored higher on the level of reflection with others (p = .03), as well as the reflection on action domains (p < .01). A significant correlation was found between reflection and satisfaction (p < .01), where reflection explained 6.87% of the changes in variance of satisfaction. Conclusion Nursing students who took part in this study has demonstrated a positive regard towards reflective practice and indicated high correlated satisfaction with learning.

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Section: Discussionmentioning

confidence: 54%

Section: Discussionmentioning

confidence: 90%

Saudi nursing student satisfaction and evaluation of reflective practice: A cross‐sectional study

Alosaimi

2022

Nursing Forum

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“…Based on the inductive approach, pertaining to the shortterm dimension, the current study elaborates on previous research by suggesting incorporating reflective writing in the learning process that provides students with opportunities to reflect on emotional aspects they experience during their learning. Previous and contemporary psychological studies on emotions in the fields of education and health professions (Mortari, 2015;Huang et al, 2020;Barbagallo, 2021;Karnieli-Miller et al, 2021;Szenes and Tilakaratna, 2021) underscored the educative significance of affective self-assessment which is a reflective practice that enables students to explore and gain awareness of their own emotions. This practice includes managing emotions with self-regulating strategies.…”

Section: Discussionmentioning

confidence: 99%

Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study

Alt¹,

Raichel²,

Naamati-Schneider

2022

Front. Psychol.

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Reflective journal (RJ) writing has been recognized as an effective pedagogical tool for nurturing students’ lifelong learning skills. With the paucity of empirical work on the dimensionality of reflective writing, this research sought to qualitatively analyze students’ RJ writing and design a generic reflection scheme for identifying dimensions of reflective thinking. Drawing on the theoretical scheme, another aim was to design and validate a questionnaire to measure students’ perceptions of their reflective writing experiences. The last aim was to quantitatively measure the link between perceived reflective writing and students’ tendency to use RJs in their future careers and personal lives. This exploratory sequential research included the following steps: First, experts’ review and analysis of 1312 RJ entries were attained. This step led to the design of a theoretical scheme of reflective writing and a 31-item questionnaire, used to gather data from 171 students (second-year pre-service teachers and third-year health managers). Partial Least Squares analysis corroborated the structure suggested by the theoretical scheme: two timelines–reflections regarding the current course assignments and those related to the student’s future development. Students’ tendency to use reflective skills in their future professional lives was highly connected to their long-term reflections, including learning experiences linked to academic, professional, personal, and multicultural development. The current study’s suggested validated generic scheme can be adapted and integrated into different curricula, thereby possibly increasing the potential of infusing RJ instructional strategies into higher education curricula, improving the quality of reflection in student journals, and promoting lifelong learning skills.

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“…Tools of data collection: Data was collected by using the following tools: First tool: An interviewing questionnaire (Pre, Post and Follow up): (Appendix II): This tool was developed by the researcher and written in simple Arabic language based on a scientific literature review. 14,15,16 C. Nursing Skills for their settings: including the most skills and competencies using in each department. Nurses' knowledge regarding their role in pediatric critical care units: this part developed by the researcher to assess nurses' knowledge regarding their role in pediatric critical care units included 9 closed ended questions regarding the most important related to critical care nursing skills in surgical pediatric intensive care unit, competencies required in surgical pediatric intensive care unit, most important cases admitted to neonatal intensive care unit and the most important critical care nursing skills in neonatal intensive care unit.…”

Section: Methodsmentioning

confidence: 99%

Impact of Reflective Thinking Intervention on Improving Pediatric Nursing Care

Sultan¹

2022

PJMHS

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Background: Reflection is a recent trend in medical and nursing education whether in teaching or treating. Aim: This study was aimed to evaluate the impact of reflective thinking intervention on improving nursing care given by nurses in pediatric critical care units. Materials and Method; The study was conducted at pediatric critical care units (SICU, NICU and ED) in pediatric hospital affiliated to Ain shams university hospitals. The subjects of the study contained 55 nurses and all available children used at the previously mentioned setting regardless their age, sex, level of education and qualification. Three types of tools were used to collect data, an interviewing questionnaire sheet, nursing core competencies clinical evaluation tool &educational supportive material. Results: About (23.6%) had competent level of nursing core competencies through nurses′ reflection at preprogram implementation compared to more than three quarters (78.2%) at post program implementation while elevated to 94.5% at follow up implementation of the program. Conclusion: There was highly statistically significant difference between pre, post and follow up for implementation of the program regarding nursing core competencies through nurses’ reflection and Nursing core competencies through instructor comments respectively. Encouraging linkage of nurses’ performance appraisal to the extent of their use of reflective thinking. Keywords: Reflective, Thinking, Pediatric, Nursing, Care

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Nursing students’ perceptions and experiences of reflective practice: A qualitative meta-synthesis

Cited by 18 publications

References 46 publications

Saudi nursing student satisfaction and evaluation of reflective practice: A cross‐sectional study

Saudi nursing student satisfaction and evaluation of reflective practice: A cross‐sectional study

Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study

Impact of Reflective Thinking Intervention on Improving Pediatric Nursing Care

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