The complex technologies in some of these units represent a challenge for students who have limited existing knowledge or experience. Terms and Conditions, They have also indicated that they do not want to be a kind of nurse that is just performing technical procedures. An external reviewer with experience in qualitative studies evaluated conformability. The study has a qualitative explorative design. The authors declare no conflict of interest. Reflection has been more prominent in educational facilities over the past years, and it is now recognized as a component in gaining competency. Data revealed the challenges of being a student in a highly technological world. Lfmark A, Thorell-Ekstrand I. However, more meaningful reflection and learning can be undertaken if formal reflection takes place. Nurse Educ Pract. The intention of clinical practice is to acquire basic nursing skills in a natural environment [4]. J Nurs Educ Prac. ; validation, Y.A. 81 Report Document Comments Please sign inor registerto post comments. [How does the curriculum in the Norwegian nurses' education system contribute to an academic professional competence?]. There are waiting periods between most procedures at outpatient units. Qual Health Res. Barksby J., Butcher N., Whysall A. Nonetheless, the required abilities for reflection are vague, and learning reflection is difficult. Students were emailed a generic invitation to participate in the research as well as an explanation of the study objectives, and if they were willing to participate, they were asked to return a signed informed consent form. To gain a thorough grasp of the data, the researchers reviewed the transcripts and played each recording multiple times, extracting relevant data, coding repetitious data, and finally summarizing the data as themes, according to the Colaizzi method. The review recommended that authors be explicit in their definitions of these categories according to standardised criteria. which approach should be used? When having used the given tools, data indicated that students felt a higher ability to focus on their upcoming practice. and A.T.; resources, Y.A. Google Scholar. Krueger and Casey (2015)s interview guide (Table 2) was used in order to conduct the interviews as follows: The components of each interview were transcribed and typed shortly thereafter. The interviews started by obtaining biographical data and with open dialogue during which the informants were encouraged to talk freely about their experiences (e.g. One of the most important aspects in the clinical practice reflection process was students willingness to learn more about clinical care. The forms were designed with the aim of enhancing reflection, consciousness and recognition of basic nursing skills in order to yield a better learning experience from placements in outpatient units. The authors are grateful to the participants in the study. Cadman K, Clack E, Lethbridge Z, Millward J, Morris J, Redwood R. Nurse Educ Today. the contents by NLM or the National Institutes of Health. This is consistent with Relji et al. Hgskolen i stfold, Sykehuset stfold; 2011. Reflection: a casualty of modularisation? The current study was undertaken to explore the nursing students perspectives on the facilitators of reflective practices in the clinical setting. For instance, one of the students proclaimed, new difficult cases make you want to know more about the management and when you handle such cases it makes you feel that you need to always check how did you do and go back and think about all the steps you took and it motivates you to become more proficient in handling such situations (S4). According to Lloyd et al (2007) the model of skill acquisition by Benner (1984) shows how a student progresses in theory and practice according to exposure through five stages, novice, advance beginner, competent, proficient and expert. AKG, AGG and AKR designed the study. This essay is a reflection of my placement which I recently took at the Princess Royal University Hospital which is under the able guidance of King's College Hospital. Google Scholar. Informed written consent was given by all informants. However a rotation between an outpatient unit and a regular ward might be challenging, as a key influence on nursing students sense of belonging relates to the length and organization of the clinical placement [16]. Thus, the findings of the study highlight the importance of emphasizing the significance of professional values such as personal responsibility and intrinsic motivational factors. During the final 30min approximately, author2 left the room so that her presence did not hinder the informants from talking freely about their experiences. There were several limitations to this research that should be noted. Lfmark A, Thorkildsen K, Rholm M-B, Natvig GK. 2005;15(9):127788. This assignment is a critical analysis and reflection of my continuing personal and professional development (CPPD) needs in practice. At the very end of the interviews, which were each 50min long, a verbal summary of the content was presented to the informants to ensure that their experiences had been correctly understood. Integrate themes into a thorough description, Determine the underlying basis of the phenomenon, Contact respondents for additional information. The encounter will be analysed and conclusions on the need for nursing professional conduct will be drawn. All authors read and approved the final manuscript. [This is how I am - A study of student nurses moral development]. Reflection has been shown to provide valuable professional development. [When interaction is required: a healthcare in change demands new skills]. In order to acquire profound and comprehensive data, it was sought to choose individuals with the most variety (in terms of semester, average level, and family status). Box 300, 1714, Grlum, Norway, You can also search for this author in Data also revealed that the timing of the students placements in the outpatient unit impacted on their preparedness, as they had to familiarize themselves with the group of patients and certain concepts before entering the unit. Nurse Educ Pract. More focus on outpatient care has also led to fewer opportunities for studying the continuity of a patients life situation. ); bl.ude.uab@issat.a (A.T.). Students stated that they found the forms helpful, since they made them use the extra time wisely in reflecting on the procedures they had been observing. 1. 2012;42(1):97104. FOIA In the future, educators, preceptors and students need to continue developing the concepts and forms. 2012;12(3):1649. Another student also indicated, I aspire to be an international level nurse a nurse that can practice in any type of challenging and complex setting a nurse that can be part of the leadership team; therefore, to be that, I need to always reflect on my performance to prove myself to be more competent than before and work on my areas of weakness (S20). Students take a more active approach to seeking knowledge when given structured learing activities during clinical placement in outpatient unit. Students attempt to obtain information that may be applied in a variety of clinical contexts by reflecting on clinical training [23]. 2013;3(9):106. The other main theme that was prevalent among the students who took part in this study related to the extrinsic drivers of reflection. The study followed the principles of the Declaration of Helsinki and the Norwegian Social Science Data Services [27, 28]. One of the students said for instance, I reflect on my clinical experiences because when I graduate I want to be not just any other nurse I want to be an outstanding example of the highly professional nurse who continually works on developing themselves through increasing their knowledge and skills by reflecting on the areas needing improvement and thus develops into a higher standard of care (S9). The researchers used several methods in accordance with past research in the field of qualitative analysis in attempt to optimize the study reports credibility and prevent biases from emerging [18]. It has something to do with information failure. The outcomes of the study can be used to develop a clinical education program that bridges the gap between theory and practice. Chambers D, Thiektter A, Chambers L. Preparing student nurses for contemporary practice: The case for discovery learning. In spite of limited numbers of informants in one of the focus group, rich data was provided. When students engage in reflective thinking, they are better able to analyze and evaluate their experiences, which enables them to extract meaning and actively process what they have learned . 2002 Aug;25(3):35-42. doi: 10.4102/curationis.v25i3.784. This will require high quality, standardised, and reproducible research that includes comparable interventions, outcome measures, and study conditions.. When confronted with difficult conditions, there is a lack of contact and the creation of a sense of need [29]. This sense has led students to reflect on their clinical experiences and knowledge as they want to be completely responsible for their patients and doing them good. Hsieh HF. DeBrew JK, Lewallen LP. The authors read the interviews right through each by themselves in order to obtain a sense of the whole. ; methodology, Y.A., A.T., M.S.I. Influenced by an ongoing project at Bethesda North called the Off ward shadowing experience [18] a project team consisting of nurse educators from HI and nurses working at S outpatient units developed forms with unit-specific learning outcomes and targeted reflection for eight technologically advanced procedures in cardiology and neurology outpatient units. (2021) has published results that corroborate our findings, where this study has explored qualitatively the perspectives of students on the use of reflective practice and has shown that students were driven towards reflection to enhance their knowledge and practice capabilities in order to become more competent nurses and develop professionally [22]. Across EU member states, the Health at a glance Europe 2012 report asserts a decrease in hospital beds from 6.5 beds per 1000 population in 2000 to 5.3 in 2010. Customized forms can help students who spend the clinical placement in an outpatient unit see the nursing perspective more clearly. and M.F. Supporting student reflective practices through modelling-based learning as-signments. Following introduction, the researchers asked study subjects to participate in hour-long semi-structured interviews using Microsoft teams. The informants were verbally informed and given written information stating the purpose of the study, that the data would be handled confidentially, and that they had the right to withdraw at any time without any consequences for them. Reflective writing in undergraduate clinical nursing education: A literature review. In all of the included studies, it was possible to categorise the level of reflection attained as low, middle, or high, however, comparison between studies was challenging. Which circumstance led you to reflect more? 47 to the Storting (20082009) [https://www.regjeringen.no/en/dokumenter/report.no.-47-to-the-storting-2008-2009/id567201/], Rammeplan for sykepleierutdanning : fastsatt 25. januar 2008 av Kunnskapsdepartementet. A new paper, Reflection as a learning strategy for the training of nurses in clinical practice setting: a scoping review, delved into the tools and approaches used for reflection as a learning strategy for nurses and nursing students in clinical settings. The outcomes of a research in which student nurses in Saudi Arabia were interviewed through in-depth qualitative approaches are presented in this paper. The researchers who interviewed the students were two males and one female, where all three of them had experience in conducting qualitative research. What outcomes are measured in the studies where reflection has been used for nursing education by nursing trainees and educators in clinical settings. One of the most essential elements of reflection practice, according to Lawrence et al. Successful and Unsuccessful Clinical Nursing Students. ; data curation, Y.A., B.A., L.B. As an education provider, a trainer should push students to gain more from other sources and patients who are similar to them [27]. 4. MeSH The students also perceived that cooperation amongst instructors, clinicians, nursing staff, and nursing students may create a favorable environment for students to reflect on their encounters through proper communication, as well as a desirable supporting environment. One of the anecdotes was, our instructor is quite an inspiration he sets an excellent example for the competent and highly qualified registered nurse this makes me want to be like him when I graduate and it encourages me to reflect on my clinical practice so that I can develop into a professional nurse like him (S7). Qualitative Research in Nursing: Advancing the Humanistic Imperative. Reflection in Learning and Professional Development - Jennifer A. Short-term placement has been shown to offer students less opportunity to participate in the social interactions that go into making them future professionals [15]. An interview guide, with themes concerning the informants experiences with the forms unit-specific learning outcomes and targeted reflection in the outpatient unit, was used. Students abilities and capacities increase when they are able to reflect on their everyday occurrences, which can be accomplished by immersing students in an exercise that leverages their consciousness and allowing them to communicate their views [8]. The forms seemed to give the students more confidence as they had something meaningful to do between procedures. According to Lovell (2018), encouraging activity analysis should be accomplished in conjunction with other determinants to enable reflection in the medical field, such as making sure that trainers are sufficiently educated are able to offer a consistent atmosphere for students, and have an effective relationship with their students. Tellingly, none of the 17 studies examined included the same combination of elements. Nursing students satisfaction with supervision from preceptors and teachers during clinical practice. This allows time for reflection. ; supervision, Y.A. The interviews took place in a quiet room at the hospital, and, with the exception of a phone call, they were conducted without interruption. and M.F; investigation, F.A., M.S.I. The reforms have also required nursing education to consider different areas for clinical placements for its students, and outpatient units in hospital have been increasingly formalized as clinical learning environments [10]. The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). The authors declare that they have no competing interests. Nine students were asked to participate in the study, but only seven ultimately participated in the interviews. Newton and McKenna [23] argue that students are often not ready to understand the expertise and advanced treatments that take place in such specialist areas. Reflection is essential for students to learn and understand caring, their formation as human and caring beings, and their ability to meet patients in a caring way. Self-reflection looks inward and listens to the whispers. Conceptualization, Y.A., B.A., L.B., F.A., M.S.I., A.T. and M.F. It is a useful and indispensable method for improving professional nursing, and it is broadly utilized in learning and teaching methods in both lecture halls and clinical contexts [3]. 2013:17. BMC Nurs. The sections of the interviews that dealt with the participants encounters with the reflection-facilitators were selected. The methodology used in this research is predicated on Colaizzis phenomenological framework, which uses respondents viewpoints and observations to explain the phenomenon in question, culminating in the recognition of common attributes within the sample group rather than personal qualities [15]. Compared to the regular ward which was perceived as more active, the outpatient placement was described as a relatively passive learning environment. Careers, Unable to load your collection due to an error. Epub 2018 Dec 3. 2013;381(9874):132331. official website and that any information you provide is encrypted Accessibility It is therefore vital that students learn to be truly present in order to care for their patients. From reflective learning to reflective practice: Assessing transfer. The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board (ECO-R-103). In an advanced clinical setting with complex technology and treatments, it can be difficult for inexperienced nursing students to actively seek knowledge. As this was their first encounter with an outpatient clinic and such procedures, using the forms and preparing ahead enabled students to be more alert to new experiences. Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Practice Assessment Document (ePAD) system information for School of Nursing students, practice assessors, practice supervisors and academic assessors ePAD is for Nursing students. This may agree with what Coyne and Needham [12] refer to as customizing learning needs. Findings also revealed that the forms guided the students attention from the technological devices towards the patients and their experiences, and also to the relationship between nurse and patient.
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