Using Reflection Strategies to Link Course Knowledge to Clinical Practice: The RN-to-BSN Student Experience

Abstract

Reflection is viewed as an essential element of professional practice. However, there is limited research exploring practice changes as a result of reflection within the context of new knowledge. In addition, literature suggests that nursing students may have difficulty linking course knowledge to their practice; reflection may facilitate this process. Colaizzi's phenomenology was used to describe the experience of 10 RN-to-BSN students using reflection strategies to facilitate a change in thinking or practice actions within the context of course knowledge. Seven themes emerged: facing emotional barriers, weighing the choices for reflection, making sense, percolating insights, letting go, blending insights into practice, and looking back and acknowledging growth. Structured reflection facilitated changed perspectives and practice actions. Students were able to transcend emotions to begin reflection. Faculty assumed the role of reflective guide. A consistent reflective structure across courses may facilitate learning and use of reflection.

Reflective writing: Factors that influence the successful transition of nursing students entering into their second semester of a RN-ABSN program

“…[9] Many studies have characterized similar advantages of applying reflective writing to their clinical experiences. In a study by Asselin (2011) and Beam et al (2010), participants described added insights to their experiences by using reflective writing. [1,10] Freshwater et al (2008) used to significant meaning and further understanding of the concept of evidence-based practice and experiences.…”

“…In a study by Asselin (2011) and Beam et al (2010), participants described added insights to their experiences by using reflective writing. [1,10] Freshwater et al (2008) used to significant meaning and further understanding of the concept of evidence-based practice and experiences. [6] Langley & Brown (2010) assessed reflective journals for graduate nursing education and attained results that address both strengths and weaknesses of reflective writing.…”

“…The reflective journal is an examination of personal thoughts and actions. A study by Asselin (2011) demonstrates the effects of reflective practice on RN-to-BSN students as it changes the nurses' practice perspectives and actions. [1] Reflective practice is a journey of self-discovery that leads to better practitioners.…”

“…A study by Asselin (2011) demonstrates the effects of reflective practice on RN-to-BSN students as it changes the nurses' practice perspectives and actions. [1] Reflective practice is a journey of self-discovery that leads to better practitioners. [2] A study by Bradbury-Jones et al (2009) shows an increase in student's self-awareness after the implementation of reflective practice.…”

RN-to-BSN Students’ Reflections on Becoming a Baccalaureate-Prepared Nurse

“…This outcome can be accomplished by using refl ective strategies to facilitate students' professional identity and practice role transformation and to assist them in recognizing their transformation (Asselin, 2011;Ruland & Ahern, 2007). A creative professional identity project was developed to provide RN-to-BSN students with an opportunity to refl ect on and creatively express their professional transformation to a BSN RN using multimedia.…”