student nurse reflection on learning and developmentabigail johnson nantucket home

Another student also proclaimed, theres still a lot for me to learn so that I can become a proficient nurse and every time I feel like I lack knowledge in a certain aspect of care it only makes me more encouraged to dig deeper and reflect on my practice skills so that I can provide higher care quality for patients (S3). However, the study also identifies opportunities for making the placement in an outpatient unit a positive experience for the students. 81 Report Document Comments Please sign inor registerto post comments. Colet P.C., Cruz J.P., Cruz C.P., Al-Otaibi J., Qubeilat H., Alquwez N. Patient safety competence of nursing students in Saudi Arabia: A self-reported survey. 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. Griggs V., Holden R., Lawless A., Rae J. The first extrinsic driver that was prevalent among the nursing students who took part in this study showed that the students were motivated by the complex cases rather than the common ones to reflect on their knowledge and skills. All authors read and approved the final manuscript. The development of new and improved technology has enabled a transition in most countries from long hospitalizations to same-day surgeries and increased use of outpatient treatments [1]. Epub 2018 Dec 3. The outcomes of a research in which student nurses in Saudi Arabia were interviewed through in-depth qualitative approaches are presented in this paper. What tools and approaches are used for reflection (both to facilitate/teach/instruct reflection and to measure the outcomes of reflection) in nursing education by nursing trainees and educators in clinical settings? 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. 2005;15(9):127788. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (, reflection, nursing students, qualitative, perspectives, clinical setting. Before Another student also had a similar experience, one time I was assigned to care for a child who had a very serious condition it made me think a lot about the importance of each step of care I was giving I have never seen such a case at such a small age when I went back home and had to prepare a care plan assignment about her case, I found myself thinking a lot about everything we did for her (S10). Correspondence to 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). To ensure credibility, the researcher documented and published the whole study procedure, allowing others to do follow-up investigation. Students may not feel adequately prepared for the multiple challenges, and it can be difficult to know how to approach this. As a student enrolled nurse, there were strict practice standards and regulations, especially when medication is involved and supervision from our mentor was required at all times. Time management in nursing. Thereafter the interviews were read word by word. My personal and professional development will allow me to facilitate and encourage the learning and development of other nursing students in the future. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); This site uses Akismet to reduce spam. The students included were enrolled in the full-time study program, and have been practicing reflection throughout their clinical training program through fulfilling a portfolio containing qualitative reflection forms for each clinical task. The forms seemed to give the students more confidence as they had something meaningful to do between procedures. Moon 2013-09-05 Reflection is a technique for aiding and reinforcing learning, used in education and Students who were registered in a bachelor nursing degree at the targeted university, had at least one semester of clinical training program, and were prepared to partake and discuss their insights met the studys inclusion criteria. Reflecting on health and wellbeing as a student nurse: a personal journey | Nursing Times EMAP Publishing Limited Company number 7880758 (England & Wales) Registered address: 10th Floor, Southern House, Wellesley Grove, Croydon, CR0 1XG We use cookies to personalize and improve your experience on our site. All of the researchers utilized the same questioning frameworks, posed identical inquiries, and extensively explored any new concepts in order to eliminate blind spots in the findings. 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]. Relji N.M., Pajnkihar M., Fekonja Z. Self-reflection during first clinical practice: The experiences of nursing students. Download. 2013:17. Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. 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. Some students highlighted information failure and a lack of communication of expectations as reasons for not understanding what to do. The second group consisted of only two informants, as two informants did not show up for interview. By using this website, you agree to our The aim of this study was to explore students' experiences of using structured learning activities as unit-specific learning outcomes and targeted reflection during clinical placements in an outpatient unit. 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. Results: Two major themes were prevalent upon thematic analysis, namely, Personal Drivers of Reflection which consisted of Motivation to Learn, Desire to develop, Ethical Regard, and Responsibility towards patients and External Drivers of Reflection which consisted of Patient characteristics, Case complexity, and Competent Instructors. Most studies investigated the differences between tools and educational approaches using structured reflection frameworks, or looked at the differences when dividing participants into paired or unpaired groups. This assignment is a critical analysis and reflection of my continuing personal and professional development (CPPD) needs in practice. 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. The essay will give an in-depth analysis of the episode when I joined the community placement by the university. This article demonstrates the meaningful learning that resulted as a consequence of using critical reflection on practice. Careers, Unable to load your collection due to an error. What are your impressions on the importance of reflection in clinical practice? the contents by NLM or the National Institutes of Health. Jaiswal A., Lyon J.A., Zhang Y., Magana A.J. Int J Nurs Stud. Nonetheless, the required abilities for reflection are vague, and learning reflection is difficult. Holmsen TL: Hva pvirker sykepleierstudentenes trygghet og lring i klinisk praksis? The students shared that the more the case challenged them, the further they felt that they need to reflect on how they performed and see what they would do differently, especially regarding carrying out related research. The steps are Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan (Gray, 2007). 8600 Rockville Pike For instance, one of the students said, at many instances in my clinical rotation I feel that I lack deep knowledge about clinical decision making and expertise this pushes me to make the best out of each clinical encounter by stopping and thinking more about what has been done for this patient or that patient so that I can add that into my clinical experience (S18). [The Nursing education curriculum 25. Conceptualization, Y.A., B.A., L.B., F.A., M.S.I., A.T. and M.F. Uniped. In past years, a considerable discrepancy across instructional experiences and practical nursing services has resulted in a nursing care discrepancy, as well as critique of nurses care quality in some Saudi hospitals [14]. Therefore, more precise, consistent reporting on the outcomes of interventions to promote reflection would help educators and clinical supervisors decide which tools and approaches may fit their specific clinical practice and promote reflection among participants to develop care competencies.. It also provides insight for those in smaller organisations addressing their particular challenges in identifying learning and development needs. Cite This Essay. In order to obtain rich and meaningful data, probing questions were sometimes asked by both researchers to extend or narrow the field of interest (e.g. In: Valle R.S., King M., editors. The students expressed their urge to enhance their critical thinking, decision making and practical skills so that they evolve into highly competitive nurses in the labor market.

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