SavedAdd your journal

Journals / Journal of Basic and Clinical Health Sciences / 2023 / Cilt: 7 Sayı: 3

Investigation of Nursing Students' Views on Reflective Thinking Experiences in Clinic: “Journey to Ourselves” (Qualitative Study)

Ayşegül SAVCI
Kevser KARACABAY
Pages
30–38
Publication Date
2023-09-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

We recommend that reflective thinking practice be conducted in clinical applications in nursing education under the guidance of educators.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Background and Purpose: Reflective thinking is practised in nursing education in many countries to prepare and strengthen the students in the process of change and development in healthcare.
📊
Key Findings & Data:Methods: The study was conducted with nursing students taking a 2nd-grade surgery course after reflective thinking practice.
💡
Conclusion & Impact:We recommend that reflective thinking practice be conducted in clinical applications in nursing education under the guidance of educators.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:nursing student · learning · reflection

Abstract

Background and Purpose: Reflective thinking is practised in nursing education in many countries to prepare and strengthen the students in the process of change and development in healthcare. This study was aimed at investigating the views of nursing students taking a surgery course on reflective thinking experiences in the clinic. Methods: The study was conducted with nursing students taking a 2nd-grade surgery course after reflective thinking practice. The reflective thinking practice is an application included in the curriculum of applied courses. The sample of the study consisted of students who took part in reflective thinking practice within the clinical applications of the course entitled “Surgical Diseases and Nursing”. The data were analysed through content analysis. Results: We identified the themes of “problem solving”, “adding value”, “awareness” and “adding power”. Conclusion: We found that utilising reflective thinking methods in clinical applications improves students’ problem solving and reflective thinking skills, encourages the values of empathising and behaving ethically and makes students stronger in terms of professionalisation. We recommend that reflective thinking practice be conducted in clinical applications in nursing education under the guidance of educators.

🔖

Cite This Article

SAVCI, A., KARACABAY, K. (2023). Investigation of Nursing Students' Views on Reflective Thinking Experiences in Clinic: “Journey to Ourselves” (Qualitative Study). Journal of Basic and Clinical Health Sciences, Cilt: 7 Sayı: 3, 30–38. https://ajindex.com/articles/966362

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Bulman C. Getting started on a journey with reflection (Chapter 9). In Bulman C, Schutz S, editors. Reflective Practice in Nursing. John Wiley & Sons Ltd; 2013.p.: 225-253. Dewey J. How we think: A restatement of the relation of reflective thinking to the educative process. Boston: MA: D.C. Heath & Co Publishers;1933.
  2. Kolb DA, Boyatzis RE, Mainemelis C. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, 2001;1: 227-247. Available from: URL: https://learningfromexperience.com/downloads/research-library/experiential-learning-theory.pdf. Ünver G. Yansıtıcı düşünme [Reflective thinking], Demirel Ö. (Ed.) Eğitimde Yeni Yönelimler İzinde [New Trends in Education]. Pegem Akademi. Ankara; 2011.p.137-148. Üstünoğlu E. The role of cognitive questions in developing high-level thinking skills. Contemporary Education Journal 2006;331:17-24. Dervent F. Yansıtıcı düşünmenin beden eğitimi öğretmen adaylarının mesleki uygulamalarına etkisi. [The effect of reflective thinking on vocational practice of physical education teacher candidates] (dissertation). Istanbul: Marmara Univ. 2012.
  3. Mert H, Bilik Ö, Yıldırım Sarı H, Üstün B. A learning experience: reflection. E-Journal of Dokuz Eylul University Nursing Faculty 2011; 4(2): 89-93.
  4. Atkins S, Murphy K. Reflection: a review of the literature. Journal of Advanced Nursing 1993;18:1188–1192.
  5. Gibbs G, Farmer B, Eastcott D. Learning by doing. a guide to teaching and learning methods. Birmingham: Far Eastern Univ. 1988. Chong MC. Is reflective practice a useful task for student nurses? Asian Nursing Research 2009; 3(3):111-120.
  6. Hughes SJ, Quinn FM. Quinn's principles and practice of nurse education. 6th ed. London; 2013. Karaöz S. General overwiew of clinical evaluation in nursing education: challanges and recommendations. E-Journal of Dokuz Eylul University Nursing Faculty 2013;6(3): 149-158.
  7. Tanrıkulu F, Erol F, Dikmen Y. Reflection method used in clinical practices in nursing students effects on problem solving skills. Journal of Human Sciences 2016;13(3): 4931-4943. Hume A. Promoting higher levels of reflective writing in student journals. Higher Education Research & Development 2009;28:247–260.
  8. Smith A, Jack K. Reflective practice: a meaningful task for students. Nursing Standard 2005;19(26):33-37. Ulvestad I. Nursing students’ knowledge-based reflections in psychiatric clinical practice. Journal of Nursing Education and Practice 2016;6(2):86-95. Creswell