The character of nursing students’ critical reflection at the end of their education

Klaeson, Kicki; Berglund, Mia; Gustavsson, Susanne

doi:10.5430/jnep.v7n5p55

Cited by 6 publications

(6 citation statements)

References 20 publications

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“…The Model of Professional Discourse Adoption has some concordance with the findings of Klaeson, Berglund and Gustavsson (2017). Interviewing students at the end of their programme, understanding' noted students' appreciation of 'ideal nursing', ensuring a positive image of the profession (Klaeson, Berglund and Gustavsson, 2017).…”

Section: Excerpt 21mentioning

confidence: 70%

Student nurse socialization: A model of professional discourse adoption

Jackson

Steven

Clarke

et al. 2021

Nurse Education in Practice

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Section: Excerpt 21mentioning

confidence: 70%

Student nurse socialization: A model of professional discourse adoption

Jackson

Steven

Clarke

et al. 2021

Nurse Education in Practice

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“…Despite the extensive research on reflective practice, questions remain about how to provoke and stimulate critical reflection and how to visualize and assess competence (Collin et al, 2013). A student's critical reflection in SBE can be developed and communicated through, for example, portfolios (Black & Plowright, 2010;Jay & Johnson, 2002;Körkkö et al, 2016), logbook (Korthagen, 1999), reflective seminars (Klaeson et al, 2017;Walker, Cooke, Henderson, & Creedy, 2013), written and video journals (Corbin Frazier & Eick, 2015), and self-evaluation reports (Watts & Lawson, 2009).…”

Section: Reflection In Teacher Educationmentioning

confidence: 99%

Vocational teacher students’ critical reflections in site-based education

Berglund

Gustavsson

Andersson

2020

International Journal of Training Research

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Critical reflection is an essential element in the professional teacher's practice. This article investigates vocational teacher education (VTE) students´ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students' written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students' ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.

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“…Critical reflection can be used as an educational strategy that systematically integrates experiences, praxes, and theories in clinical practice [ 1 ]. It narrows the gap between theory and practice and improves professional development and nursing practice based on nurses’ experience, because it helps them critically evaluate and change their nursing practice [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Development of Critical Reflection Competency Scale for Clinical Nurses

Shin

Lee

et al. 2022

IJERPH

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Critical reflection develops nurses’ critical thinking and clinical reasoning competency. It is necessary to develop a validated scale to measure critical reflection competency considering the clinical situation and nursing context. Therefore, this study analyzed the concept of critical reflection, developed a scale to measure critical reflection competency, and verified its validity and reliability. The concept of critical reflection and components of the scale were confirmed through literature review and results of previous studies on content analysis. A total of 64 preliminary items were derived on a 5-point Likert scale. The adequacy of vocabulary and expression was checked, and a content validity test was conducted. An I-CVI value of 0.88–1.00 was computed. Construct validity was conducted through an exploratory factor analysis, and data collected from 296 clinical nurses were analyzed. Five factors and nineteen items were derived, and the explanatory power was found to be 53.02%. Cronbach’s α of the scale was 0.853. Future studies need to develop a critical reflection education program and utilize this concept as an educational strategy. We propose a study to verify the effect of applying an educational program using the critical reflection competency scale developed in this study.

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The character of nursing students’ critical reflection at the end of their education

Cited by 6 publications

References 20 publications

Student nurse socialization: A model of professional discourse adoption

Student nurse socialization: A model of professional discourse adoption

Vocational teacher students’ critical reflections in site-based education

Development of Critical Reflection Competency Scale for Clinical Nurses

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