Exploring reflection as a process embedded in experienced nurses' practice: a qualitative study

Asselin, Marilyn E.; Schwartz‐Barcott, Donna; Osterman, Paulette A.

doi:10.1111/j.1365-2648.2012.06082.x

Cited by 36 publications

(39 citation statements)

References 30 publications

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“…Therefore, reflection can assist with bridging the gap, integrating pharmaceutical knowledge with complexities of pharmacy practice. 12,62,[122][123][124][125][126][127] The development of these skills is essential for today's pharmacy student given the complexities of clinical practice. 73 Aligning learning outcomes with reflective processes by introducing a component of reflection in assessment will encourage those who adopt a surface or strategic approach to learning to change to a deeper learning approach.…”

Section: (I) Learning Stylesmentioning

confidence: 99%

Learning styles and approaches: Can reflective strategies encourage deep learning?

Tsingos

Bosnic‐Anticevich

Smith

2015

Currents in Pharmacy Teaching and Learning

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Section: (I) Learning Stylesmentioning

confidence: 99%

Learning styles and approaches: Can reflective strategies encourage deep learning?

Tsingos

Bosnic‐Anticevich

Smith

2015

Currents in Pharmacy Teaching and Learning

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“…During the recent years, reflection has found a more obvious role in training centers, so that it is known as a factor to gain practiced competence [4]. Based on the fact that nursing is a practice-based discipline and clinical education has an essential role in developing clinical ability of individuals, reflection is considered as a significant and valuable tool to develop professional nursing, and it is widely used in learning and teaching method in both classroom and clinical environments [5].…”

Section: Introductionmentioning

confidence: 99%

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

Karimi

Haghani

Yamani

et al. 2017

The Scientific World Journal

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Background and Aim. Reflection is known as a skill that is central to nursing students' professional development. Due to the importance and the role of reflection in clinical areas of nursing, it is important to know how to achieve it. However, nursing trainers face the challenge of how to help their students to improve reflection in clinical settings. The aim of this study was to investigate the nursing students' experiences of facilitating reflection during clinical practice. This qualitative study was conducted by qualitative content analysis approach. Twenty nursing students during the second to eighth semester of their educational program were selected for participation using purposive sampling. Data were collected through in-depth semistructured interviews. The interview was transcribed verbatim, and qualitative content analysis was used to analyze the data. From the data analysis, four main themes were extracted. Motivation to reflect, complex experiences, efficient trainer, and effective relations were four main themes obtained from study that, in interaction with each other, had facilitating roles in students' reflective process on experiences. The findings revealed that the nursing students' reflection in clinical settings is effective in personal and professional level. Reflection of nursing students depends on motivational and educational factors and these factors increase the quality of care in patients. Furthermore, nursing educators need to create nurturing climate as well as supporting reflective behaviors of nursing students.

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“…Integration of theory and practice by way of repeated reflective practice is an integral part of learning for students in the health professions (Hannigan, 2001;Mann, Jordon & MacLeod, 2009;Smith, 2011). It is assumed that reflection is positive, contributes to development, and increases the quality of practice (Asselin, Schwartz-Barcott, & Osterman, 2012), and without question it is a valuable part of the professional educational experience particularly for students of nursing.…”

Section: Reflection and Assessmentmentioning

confidence: 99%

Instructor Perceptions in the Assessment of Student Digital Voice Reflections

Tindall¹,

Seo²

2017

JAID

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Abstract:The ubiquitous presence of technology with multimedia capabilities provides ample opportunity for innovative pedagogical strategies. Digital voice reflection is born out of a need for expediency, convenience, and multimodal forms of learning. It allows students to quickly capture reflective thought through the naturalness and primacy of the spoken word. It also allows an instructor to more easily examine the reflective thought process presented through voice inflection, manner of speaking, and relative conciseness of thought. To explore what elements or factors unique to vocally expressed and recorded reflection instructors notice and consider important for assessment, this study surveyed 60 instructors from 14 Midwestern universities and colleges of nursing and identified 15 unique factors falling within four broader categories to be used for assessment of voice reflections.

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Exploring reflection as a process embedded in experienced nurses' practice: a qualitative study

Cited by 36 publications

References 30 publications

Learning styles and approaches: Can reflective strategies encourage deep learning?

Learning styles and approaches: Can reflective strategies encourage deep learning?

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

Instructor Perceptions in the Assessment of Student Digital Voice Reflections

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