The evaluation of reflective learning from the nursing student's point of view: A mixed method approach

Fernández-Peña, Rosario; Fuentes-Pumarola, Concepció; Malagón-Aguilera, Maria Carmen; Bonmatí-Tomás, Anna; Bosch-Farré, Cristina; Ferrando, David Ballester

doi:10.1016/j.nedt.2016.05.005

Cited by 32 publications

(25 citation statements)

References 36 publications

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“…This is in line with Ekebergh (2007), who maintains that reflection can support learning by the individual becoming aware of him/herself in relation to the experiences and to developing a greater understanding of the experienced situation. Learning by reflection has also been shown, from a student perspective, to support their learning in understanding their own emotions and in self-assessment (Fernandez-Pena et al, 2016; Sandvik et al, 2015). …”

Section: Discussionmentioning

confidence: 99%

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Holst

Ozolins

Brunt

et al. 2017

International Journal of Qualitative Studies on Health and Well

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Purpose: Previous research shows that the learning space is significant for students’ learning in pairs in clinical practice but does not explain the meaning of the phenomenon. The aim of this study is thus to explain and understand the learning space that occurs in the interaction between the patients, the pairs of nursing students, and the supervisors on a developing and learning care unit in Sweden. Method: The study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on hermeneutics. A total of 39 informants, consisting of 16 patients, five pairs of students (10 students), and 13 supervisors, were observed and interviewed. Results: The results reveal that an interpersonal linkage between the patients, the students, and the supervisors is created within the learning space. A learning space, based on respect towards each other, creates the prerequisite for beneficial and supportive interactions that contribute to a deeper relationship. Conclusion: The phenomenon is complex due to its expandable nature and due to the fact that the learning space cannot be isolated from the surrounding environment. In order to exploit the potential of the learning space it is of importance to understand and consider the learning space as a whole.

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Section: Discussionmentioning

confidence: 99%

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Holst

Ozolins

Brunt

et al. 2017

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

show abstract

“…At the personal level, reflection leads to positive feelings such as satisfaction, happiness and self-confidence; thus, it motivates the nursing students more to provide health care services. According to Fernandez et al, the act of reflection is an emotional event, an event where complex cognitive processes are shaped by emotional experiences within the framework of providing nursing care services (23). Branch believes that reflection, to the extent that cognitively influences the learners’ abilities, equally leads to the development of an individual in various aspects of ethics, personality, psychology and emotion (24).…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2017

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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.

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“…Significant learning is not possible without reflection [ 7 ]. The reflective analysis of lived experiences or problems faced during professional practice can serve as a stimulus for learning [ 8 ].…”

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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The evaluation of reflective learning from the nursing student's point of view: A mixed method approach

Cited by 32 publications

References 36 publications

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

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

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

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