Exploring the perception of nursing students about consequences of reflection in clinical settings

Abstract

BackgroundReflection on practical experiences is a key element that enables students to recognize their own strengths and weaknesses and develop nursing skills. Whilst reflection may enhance students’ learning in practice, there is little evidence about nursing students’ perception of the consequences of reflection in clinical settings.ObjectiveThis study aimed to explore Iranian nursing students’ perception regarding the consequences of reflection during clinical practices.MethodsThis qualitative study was conducted by a conventional content analysis approach in two nursing schools at Shiraz and Fasa Universities of Medical Sciences in Iran. Data were collected through in-depth semi-structured interviews during 2015–2016, from 20 students selected by purposive sampling. All the interviews were tape-recorded, transcribed verbatim, and analyzed by content analysis method. Rigor of this study was approved by member check and external audit.ResultsTwo categories emerged from the data analysis, including movement toward professionalism and self-actualization of emotions. The former consisted of three subcategories of function modification, sharing experiences and generalizing experiences. The latter consisted of two subcategories of inner satisfaction and peace of mind.ConclusionThe results indicated that nursing students’ reflection in clinical settings is effective in personal and professional levels. Reflection in a personal level led to positive emotions that increased the quality of care in patients. Accordingly, nursing educators need to create a nurturing climate as well as supporting reflective behaviors of nursing students.

Experienced Pediatric Oncology Nurses Using Self-Reflective Practices in the Clinical Setting: A Phenomenological Investigation

“…Students reflecting on their clinical practice. Similar to Rees' (2013) study, Karimi, Haghani, Yamani, and Kalyani (2017) explored the perceptions of Iranian nursing students on the consequences of self-reflection in clinical practice. Specifically, Karimi et al (2017) focused on the "process of reflection at two nursing schools" (p. 5192).…”

“…Similar to Rees' (2013) study, Karimi, Haghani, Yamani, and Kalyani (2017) explored the perceptions of Iranian nursing students on the consequences of self-reflection in clinical practice. Specifically, Karimi et al (2017) focused on the "process of reflection at two nursing schools" (p. 5192). Data were collected using indepth, semi-structured interviews with a purposive sampling of 20 students who had "at least one semester practical training" (Karimi et al, 2017, p. 5192) and were "interested in participating and recounting experiences in the study" (p. 5192).…”

“…Examples from Karimi et al's (2017) protocol included, "Tell me about one of your clinical experiences that you had to think and reflect more. What was the consequences of this reflection on your clinical experience?"…”

“…The subcategories for the second theme, self-actualization of emotions, were inner satisfaction and peace of mind. Karimi et al's (2017) suggested reflection is a process with personal and professional characteristics that motivate nursing students to learn how to provide higher quality care to their patients. Rees (2013) also reported similar findings where nursing students who used reflective practice processed personal feelings and learned from the experiences in the clinical setting.…”

“…According to Karimi et al (2017), "At the personal level, reflection leads to positive feelings such as satisfaction, happiness, and self-confidence" (p. 5195). Students reflected on their experiences and were willing to express their emotions, an exercise that "was the growing factor and catalyst for reflection" (Karimi et al, 2017, p. 5195).…”