Exploring new nurse teachers’ perception and understanding of reflection: An exploratory study

Braine, Mary E

doi:10.1016/j.nepr.2008.08.008

Cited by 47 publications

(43 citation statements)

References 29 publications

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“…The ability of nurses to learn from clinical experiences and advance their practice is enhanced through reflection (Johns, 1995;Braine, 2009). The majority of respondents in this study had reflected and thought about their impending transition to becoming a nurse.…”

Section: Discussionmentioning

confidence: 97%

Final-year student nurses' perceptions of role transition

2012

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Role transition can be both challenging and exciting. This study presents the findings of phase one of a two-part study conducted by Deasy et al (2011), which explored final-year student nurses' (n=116) perceptions and expectations of role transition. The students were registered on four-year BSc nursing programmes at an Irish university. Data was analyzed using SPSS (version 16). A response rate of 84% was achieved. Over half of respondents said they were adequately prepared for the post of registered nurse. Respondents generally perceived themselves to be competent across a range of domains: managing workloads; prioritizing care delivery; interpersonal skills; time management skills; ethical decision making; and providing health information and education. In contrast, not all were confident about their knowledge and many expected the transition to be problematic. Most expected to be supported and to receive constructive feedback. Recommendations include nurturing supportive work environments to reduce stress and increase confidence. Key words: Student, Graduate, Newly qualified, Role transition IntroductionThe transition from student to registered nurse has been discussed and debated over the years and is seen as complex and multidimensional (Delaney, 2003). This period of transition can be both challenging and exciting. Many factors need to be considered when examining the transition period, such as the stressful nature of the process, feelings of preparedness, confidence in clinical skills and decision making, and the need for support and socialisation into the role.

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Section: Discussionmentioning

confidence: 97%

Final-year student nurses' perceptions of role transition

2012

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“…Much has been written about the skill of reflection in the context of learning processes in professional practice. This skill is a vital and integral part of developing the decision making process in the nursing profession (Truglio-Londrigan & Lewenson, 2008) and therefore it is taught in nursing training programmes (Braine, 2009). The purpose of reflection is to bring the internal process that takes part within one's self to a state of open professional discourse, to lend learning a methodical and well-shaped design, and to improve professional behaviour.…”

Section: Reflection and Critical Thinkingmentioning

confidence: 99%

“…Coaching skills are complex skills currently considered a distinct profession. Thus, it is evident that the preparation of preceptors in the field for guided reflection, as suggested in the literature (Braine, 2009;Dekker-Groen, Schaff & Strokking, 2011), is insufficient. This is also true of the day-long preparation workshop for guided reflection held at the school for preceptors using the RND tool.…”

Section: Preceptors' Point Of Viewmentioning

confidence: 99%

Upgrading Learning In Nursing Preceptorship Using A Reflection Tool

Goldman¹

2018

The European Proceedings of Social and Behavioural Sciences

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Nursing, as a progressive and developing profession, requires those who engage in it to demonstrate well developed critical thinking, as early as their undergraduate training. Reflection skills are a mechanism for developing critical thinking and they form part of the core of the nursing training programme. Preceptors have a major role in helping students perform reflection, through guided reflection that facilitates the development of critical thinking. Nonetheless, it is hard to instil productive reflective thinking in students and to sufficiently develop their critical thinking. An academic nursing school in central Israel developed a tool called Reflective Nursing Debriefing (RND), based on well-established principles of reflection, which constitutes an initiated, systematic and structured reflective learning tool for the development of critical thinking. This tool is used by students to perform reflection and by preceptors for the purpose of monitored involvement in guided reflection. In practice, preceptors do not achieve full utilization of the tool, and thus students are not exposed to its potential contribution to developing their critical thinking. The case study presented in this paper portrays the issue by analysing three cases that utilized this tool, with the preceptor employing guided reflection, and it suggests important recommendations for preceptors.Additionally, it offers professional nursing education recommendations with regard to the system's responsibility for achieving professionalization of preceptors. This will help preceptors use the tool properly and develop a prominent skill necessary for guided reflection and in general, develop better critical thinking among students.

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“…Escribir reflexivamente es una habilidad que puede ser enseñada y aprendida (9,39,52); no existen pruebas de que se aprenda de forma espontánea con el tiempo, sino que su aprendizaje, con frecuencia, depende de la guía de un buen facilitador (53).…”

Section: Beneficios Del Uso Del Diariounclassified

“…Por un lado, si al trabajo del estudiante no se le asigna ningún valor ni seguimiento, este deja de hacerlo, pero si lo hay, puede comportar que la escritura no sea honesta (52,56). Si, por el contrario, su realización tiene un efecto sobre la nota final, lo reflejado en las entradas del diario puede verse modificado por el deseo del estudiante de recibir una alta calificación (26,58), intentando averiguar lo que el profesor quiere que se incluya (9,30,42).…”

Section: Evaluación Del Diariounclassified

El diario del estudiante de enfermería en la práctica clínica frente a los diarios realizados en otras disciplinas. Una revisión integradora

Gutiérrez¹,

González²,

Solano-Ruiz³

2014

Aquichan

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El presente artículo es una revisión integradora de la literatura cuyo objetivo fue identificar, en revistas nacionales e internacionales indexadas en las bases de datos Isi Web of Knowledge, Eric, PubMed, EbscoHost, Scopus, SciELO, Cuiden, Cuidatge y Scirus, en el periodo comprendido entre 1995 y 2011, datos que contribuyeran a determinar cómo la escritura del diario reflexivo ayuda al estudiante de enfermería durante sus prácticas clínicas, así como a establecer diferencias y similitudes con los diarios realizados por estudiantes de otras disciplinas. Se llevó a cabo una revisión amplia de la cual se seleccionaron 54 artículos científicos con base en criterios de inclusión y exclusión, sin descartar ninguna metodología de investigación e incluyendo aquellos que analizaran el diario del estudiante, fueran o no del ámbito de la enfermería. Se concluye que la escritura del diario reflexivo que realiza el estudiante de enfermería durante sus prácticas clínicas tiene beneficios tales como la mejora de la comunicación con el paciente, fundamental para el cuidado. La escritura del diario debería ser incluida en todos los planes de estudio de grado en el ámbito de las prácticas clínicas.

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Exploring new nurse teachers’ perception and understanding of reflection: An exploratory study

Cited by 47 publications

References 29 publications

Final-year student nurses' perceptions of role transition

Final-year student nurses' perceptions of role transition

Upgrading Learning In Nursing Preceptorship Using A Reflection Tool

El diario del estudiante de enfermería en la práctica clínica frente a los diarios realizados en otras disciplinas. Una revisión integradora

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