The experiences of undergraduate nursing students and self-reflective accounts of first clinical rotation in pediatric oncology

Mirlashari, Jila; Warnock, Fay; Jahanbani, Jahanfar

doi:10.1016/j.nepr.2017.04.006

Cited by 32 publications

(49 citation statements)

References 23 publications

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“…Self-reflection has been associated with nurses' ability to manage and process the emotional demands of the workplace (Altounji et al, 2012;Charalambous & Kaite, 2013;Jestico & Finlay, 2017;Linder, 2009;Mirlashari et al, 2017). Altounji et al (2012) described the development and implementation of self-care retreats (three total throughout the year), which were specifically tailored for pediatric oncology nurses to help them address a type of workplace stressor, moral distress.…”

Section: Reflection and Managing Emotionsmentioning

confidence: 99%

“…Like Charalambous and Kaite (2013), Mirlashari et al (2017) developed a qualitative study to explore the perceptions of senior undergraduate nursing students. The aim of the study was to use self-reflective journals to understand the individual experiences of students and what it was like to care for children with cancer .…”

Section: Student Nurses and Self-reflective Diaries Or Journalsmentioning

confidence: 99%

“…Students revealed three common themes in their self-reflective journals: (a) experiencing a state of shock and feeling lost, (b) walking into a mind-shaking world, and (c) finding the way . Mirlashari et al (2017) stated, "It seems that reflection and journaling enabled the students to gain a sense of usefulness, and this likely heightened their desire to request spending more time on the unit" (p. 26). These findings were similar to those of Altounji et al (2012), Enskär (2012), Hines and Gaughan (2014), and Linder (2009), where nursing professionals used self-reflective practices to have a platform to liven their passion for the profession.…”

Section: Student Nurses and Self-reflective Diaries Or Journalsmentioning

confidence: 99%

“…Self-reflection may be integral to the development of nursing practice by helping nurses integrate knowledge into practice (Caldwell & Grobbel, 2013;Cantrell, 2007;Enskär, 2012;Gustafsson & Fagerberg, 2004;Hartlage;Hines & Gaughan, 2014). My review of the literature revealed in pediatric oncology work, selfreflective practices are (a) essential to nursing professionals (Linder, 2009), (b) used by experienced nurses to reflect on patient interactions (Enskär, 2012), (c) used to discover the art of caring (Hines & Gaughan, 2014), (d) used to manage emotions and cope with workplace stressors (Altounji et al, 2012;Jestico & Finlay, 2017), and (e) used by nursing students to cope with their clinical experiences (Charalambous & Kaite, 2013;Mirlashari et al, 2017). What remains unclear is how nurses use self-reflective practices in the pediatric oncology setting and how they develop individual practices that enhance coping throughout a lengthy career.…”

Section: The Use Of Self-reflective Practicesmentioning

confidence: 99%

“…Reflection is described as essential to nursing practice but not necessarily something nurses must use to provide care to their patients (Gustafsson & Fagerberg, 2004;Oluwatoyin, 2015). In the literature, researchers have suggested pediatric oncology nurses are familiar with using self-reflective practices in two distinct ways: (a) to learn how to improve the art and science of nursing practice and (b) to make sense of unexpected events that may leave nurses feeling emotionally drained (Altounji et al, 2012;Charalambous & Kaite, 2013;Enskär, 2012;Hines & Gaughan, 2014;Jestico & Finlay, 2017;Linder, 2009;Mirlashari, Warnock, & Jahanbani, 2017). For example, Linder (2009) explored the experiences of pediatric oncology nurses during their first years of hire.…”

Section: Introductionmentioning

confidence: 99%

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

Bonilla¹

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IV ACKNOWLEDGMENTS Completion of this dissertation could not have been possible without the amazing leadership, daily support, and passionate guidance from the faculty and staff in the Attallah College of Educational Studies at Chapman University. I specifically acknowledge and thank all four of my committee members, beginning with my doctoral teacher and dissertation chair. Dr. Whitney McIntyre Miller was the first to hear my enthusiasm for developing this dissertation and she has continued to be there for me every step of the way. Dr. Penny S. Bryan was the first faculty member I met at Chapman University. Although she retired during the Spring 2018 semester after 24 years at Chapman, she continued her support and has helped me develop a dissertation of which I am proud. Dr. Dawn Hunter is an amazing educator and human being whom I admire. She was integral to my success as a doctoral student and future educator. Dr. Michael Andersen was invited to join my committee from the University of Southern California. I am thankful to Dr. Andersen for his commitment to my success both as a doctoral student and healthcare professional. I truly respect and admire the amount of time and energy each committee member has invested in my education. To my amazing familia, specifically Dad and Mom, los quiero mucho y soy un Doctor por el sacrificio y el amor que me han dado desde el principio. To big brother and big sister, words cannot express how thankful I am to have your love and support throughout my pursuit of higher education. To Kerinda, my love, thank you for the daily encouragement and for always being there when I needed you. And finally, to all my family and friends, thank you for always sticking by my side and having my back no matter what. V ABSTRACT Pediatric oncology nurses can develop hazardous feelings of burnout over decades of clinical practice (Boyle & Bush, 2018). Interventions that help decrease burnout and improve professional development are reflective practices (Caldwell & Grobbel, 2013). Currently, there is a paucity of information on pediatric oncology nurses with 10 or more years of experience and how they use self-reflection to cope with workplace stressors. The purpose of this study was to explore how expert-level pediatric oncology nurses describe their experiences using selfreflective practices in the clinical setting. An interview-based exploration of the lived experiences of participants was necessary to understand the unique self-reflective practices currently used among nurses. Descriptive phenomenological methods were used, and data were organized and analyzed using the modified Stevick-Colaizzi-Keen method (Moustakas, 1994).Convenience and snowball sampling procedures were used. Six nurses fit the inclusion criteria and consented to participate in this study. Each participant completed three interviews. Results of the study were arranged in two categories: (a) the experience of using self-reflective practices in the clinical setting and (b) the experience of using self-reflective practices a...

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