A guide to nursing students' written reflections for students and educators

Naber, Jessica L.; Markley, Liz

doi:10.1016/j.nepr.2017.04.004

Cited by 33 publications

(17 citation statements)

References 9 publications

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“…The act of transforming thoughts into words may create new ideas: the recollection of the experience to allow a deeper understanding of it, modifying its original perception, and creating new insights [6]. RWis the focused and recurrent inspection of thoughts, feelings, and events emerging from practice as applied to healthcare practice [7].…”

Section: Introductionmentioning

confidence: 99%

Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

et al. 2021

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Background Reflective writing provides an opportunity for health professionals and students to learn from their mistakes, successes, anxieties, and worries that otherwise would remain disjointed and worthless. This systematic review addresses the following question: “What are the experiences of health professionals and students in applying reflective writing during their education and training?” Methods We performed a systematic review and meta-synthesis of qualitative studies. Our search comprised six electronic databases: MedLine, Embase, Cinahl, PsycINFO, Eric, and Scopus. Our initial search produced 1237 titles, excluding duplicates that we removed. After title and abstract screening, 17 articles met the inclusion criteria. We identified descriptive themes and the conceptual elements explaining the health professionals’ and students’ experience using reflective writing during their academic and in-service training by performing a meta-synthesis. Results We identified four main categories (and related sub-categories) through the meta-synthesis: reflection and reflexivity, accomplishing learning potential, building a philosophical and empathic approach, and identifying reflective writing feasibility. We placed the main categories into an interpretative model which explains the users’ experiences of reflective writing during their education and training. Reflective writing triggered reflection and reflexivity that allows, on the one hand, skills development, professional growth, and the ability to act on change; on the other hand, the acquisition of empathic attitudes and sensitivity towards one’s own and others’ emotions. Perceived barriers and impeding factors and facilitating ones, like timing and strategies for using reflective writing, were also identified. Conclusions The use of this learning methodology is crucial today because of the recognition of the increasing complexity of healthcare contexts requiring professionals to learn advanced skills beyond their clinical ones. Implementing reflective writing-based courses and training in university curricula and clinical contexts can benefit human and professional development.

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Section: Introductionmentioning

confidence: 99%

Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

et al. 2021

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“…When students are asked to keep an RLJ, they are voicing emotions experienced during clinical placements that are usually relegated to the context of individual students [ 10 ]. In addition, writing and reflecting on their feelings and emotions can also be therapeutic for students, since it allows them to stop and externalize their experiences [ 9 , 16 ], which increases their confidence in their ability to face future difficulties [ 13 , 17 ] and increases their capacity to empathize with patients and their families [ 18 , 19 ].…”

Section: Introductionmentioning

confidence: 99%

Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

González‐García

Lana

Zurrón-Madera

et al. 2020

IJERPH

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Clinical practices are key environments for skill acquisition during the education of nursing students, where it is important to encourage reflective learning. This study sought to explore the experience of final year nursing students during their clinical placement in emergency and intensive care units and to identify whether differences exist between female and male students. Using qualitative methodology, a documentary analysis of 28 reflective learning journals was carried out at a public university in Northern Spain. Four themes were identified: “an intense emotional experience”, “the importance of attitudes over and above techniques”, “identifying with nurses who dominate their environment and are close to the patient in complex and dehumanized units” and “how to improve care in critically ill patients and how to support their families”. The female students displayed a more emotional and reflective experience, with a strong focus on patient care, whereas male students identified more with individual aspects of learning and the organization and quality of the units. Both male and female students experienced intense emotions, improved their learning in complex environments and acquired attitudes linked to the humanization of care. However, the experience of these clinical rotations was different between female and male students.

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“…This can help shape their future directions. [18] To assist students with self-reflection, the SPROUT framework was introduced. [19] This comprised a technique for remembering key concepts in which learners reflect on their thoughts, beliefs, and values; and how these might influence their actions in practice.…”

Section: Methodsmentioning

confidence: 99%

A first-year, first-semester observership placement to increase nursing students’ satisfaction

Emmanuel

Chaseling

Peddell

2021

JNEP

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This paper reports on a two-day nursing observership in the first semester of an undergraduate baccalaureate-nursing program in an Australian university. Of the 392 novice student nurses who completed the observership, 340 provided a written reflection on their experience. The qualitative data were analysed using constant comparative analysis from which four themes were identified. Student nurses reported that the observership provided them with an insight into the nursing world (66.4%), was a revelation (46.4%), met their expectations (16.4%), and was transformative (7.3%). These themes indicated that an observership at the start of a nursing student’s study can provide a professional socialisation experience, link new knowledge to practice, and ease that transition into nursing study. The implication for practice for nurse educators is to consider innovative approaches such as an observership to overcome challenges that first-year nursing students reportedly experience.

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A guide to nursing students' written reflections for students and educators

Cited by 33 publications

References 9 publications

Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis

Nursing Students’ Experiences of Clinical Practices in Emergency and Intensive Care Units

A first-year, first-semester observership placement to increase nursing students’ satisfaction

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