Enhancing the clinical reflective capacities of nursing students

Abstract

The purpose of clinical practicums is to help nursing students learn from real clinical experiences. In clinical settings, nursing instructors set-aside time at the end of each clinical day for reflective, debriefing discussions that are designed to draw the students' attention to relevant information and help them understand their beliefs and experiences. The students' competence and decision-making skills are enhanced when they are able to reflect on critical incidents or everyday practice events. It is sometimes difficult, however, for instructors to engage students meaningfully in discussions and promote reflection when students are fatigued. In this article, I argue that it is possible to refresh, support, and inspire undergraduate nursing students by engaging them in an activity designed to distract them and occupy their conscious attention, so that their more divergent and less accessible ideas are allowed to surface. Less accessible ideas are associated with the default network; regions in the brain that are most active when the brain is allowed to rest and wander. Congruent with the middle range theory of comfort, a distracting activity will provide comfort to students who are fatigued and/or distressed, and at the same time, will enhance their reflective capacities. A distracting activity that is enjoyable, not too demanding, and can be sustained for more than just a few minutes works best for idea generation and reflection.

The process of reflection: A principle-based concept analysis

“…First, professional practice solves problems through scientific inquiry (p. 6). Second, professional ingenuity (sometimes called artistry) results from divergent thinking employed in situations that push against the boundaries of rational scientific methods . Third, drawing on the work of Dewey, reflection is an intentional act (whether rational or artistic) …”

“…Second, professional ingenuity (sometimes called artistry) results from divergent thinking employed in situations that push against the boundaries of rational scientific methods. 8,16 Third, drawing on the work of Dewey, reflection is an intentional act (whether rational or artistic). 16 Lonergan 13 asks, "what is reflection for" recognizing that "partial validation of a correct judgement" calls for more questions (p. 330).…”

“…Several investigators define reflection as a process of learning about one's self, thoughts, and actions which leads to new perspectives that emerge by the act of reflecting on experience (Miraglia & Asselin, 2013) . Competency in reflection is necessary for nurses and has been added to nursing curricular . Yet, knowledge surrounding the process and assessment of reflection varies across disciplines.…”

“…6,7 Competency in reflection is necessary for nurses and has been added to nursing curricular. 8,9 Yet, knowledge surrounding the process and assessment of reflection varies across disciplines. We know that reflective processes improve with expert facilitation and individual practice.…”

A Qualitative Inquiry into Nursing Students’ Experience of Facilitating Reflection in Clinical Setting

“…Andersen (2016) stated that skills and capacity of students improve when they could reflect on their daily events, and it is achieved by involving students in an activity which uses their conscious experience and helps them express their thoughts [11]. It is essential to facilitate reflection by medical trainers; using written or web-based portfolios, assess the reflective work of students and identify educational barriers in medical curriculum [12].…”