Problems or incidents occurring in clinical settings are often seen as indicators of poor nursing care and even indicators of a lack of reflective practice skills. In the hope of improving such situations a qualitative, explorative, phenomenological, descriptive and contextual approach was conducted to explore and describe how reflective practice is practised by registered nurses in training hospitals in Windhoek. The findings of this study revealed inadequate knowledge of reflective practice among registered nurses. This paper represents the findings of situational analysis of the experiences of registered nurses on reflective practice. Keywords: Facilitate, Reflection, Reflection-In-Action, Reflection-on-Action, Reflective Practice.
<p>Problems or incidents occurring in clinical settings are often seen as indicators of poor nursing care and even indicators of a lack of reflective practice skills. A qualitative, explorative, phenomenological, descriptive and contextual approach was conducted to explore and describe how reflective practice is practised by registered nurses in training hospitals in Windhoek. The findings revealed inadequate knowledge of reflective practice among registered nurses. Based on these findings the educational programme was developed to facilitate learning and application of reflective practice in clinical practice. This paper presents the description of an educational programme that was developed to facilitate learning and practice of reflective practice by registered nurses to make a difference to their patients’ care.</p>
The School of Nursing and Public Health sends every year the final year nursing degree students to rural placements. Students are send to the different clinics and hospitals in regions namely; -Khomas, Otjozondjupa, Kharas, Erongo, Omaheke, Kavango East and West, Otjikoto and Zambezi region. The students were placed from the 2nd June to 4th June 2014. Rural placement is organized because of complaints received from the public sector. It was uttered that newly qualified professional nurses after having obtained their degrees, lack the skills to operate independently. Aim: The aim of rural placement for fourth year nursing students is to gain knowledge and to develop the necessary skills to practice independently under the supervision of a qualified and experience registered nurse. Method: No actual research was conducted. The answers were collected from the fourth year nursing students' reports. Results: The findings from the report of the fourth year nursing students were positive and negative. The findings were divided in themes and sub themes by using Tech's method. The positive responses were: Management of administrative aspects. Platform to work independently; Students learn to apply their critical thinking. Practice how to manage a health facility: Learn more on integrated management of neonatal and childhood diseases Management of hypertension, asthma and other emergency cases. Students Experience the difference between rural and urban. Distances were very far; roads are difficult to travel; There is not always a doctor and you had to make own decisions for the patient. Prepare students to become responsible and accountable professional nurses. Work under supervision of the registered nurse. Negative responses were: Staff shortage; no delegation at some places; poor communication; language barriers; far distances. Conclusion: Although there were some hiccups the students were very grateful for the exposure to the rural placement. Students have learnt a lot of activities they were previously not fully confident of.
The researcher was convinced that the development of a programme is the good idea that will enhance the proper application of reflective practice in clinical settings for nurses not simply to perform daily routine activities without paying attention to reflection. The developed programme was implemented through a two-day workshop. Therefore, the researcher considered the workshop to be an ideal strategy for implementation, because reflection can only be facilitated and practiced through active participation. The participants were drawn from various disciplines such as: Paediatrics, Surgery, Gynecology and Obstetrics and Internal Medicine. The facilitator explained the purpose of the workshop and the rules to be followed during the workshop. The content of the programme was presented and discussed during the specific sessions as it was scheduled. After the sessions, the participants were informed that they have to go back and apply what they learned from the workshop during their clinical practice for three months. And after three months the facilitator together with the participants contacted the evaluation of the application of the content of the programme.
Problems or incidents occurring in clinical settings are often seen as indicators of poor nursing care and even indicators of a lack of reflective practice skills. This paper presents the description of the conceptual framework to facilitate reflective practice for registered nurses in clinical settings. It focuses on the characteristics of the agent (lecturer as a facilitator) and recipients (registered nurses), the context of the clinical practice, the procedures for the facilitation of reflective practice and the terminus or the outcome of reflective practice as may they be demonstrated by quality nursing care for patients.
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