Teachers' Questions and Responses during Teacher-Student Feedback Dialogues (original) (raw)
2014, Scandinavian Journal of Educational Research
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Background and Aim. Reflection is known as a skill that is central to nursing students’ professional development. Due to the importance and the role of reflection in clinical areas of nursing, it is important to know how to achieve it. However, nursing trainers face the challenge of how to help their students to improve reflection in clinical settings. The aim of this study was to investigate the nursing students’ experiences of facilitating reflection during clinical practice. This qualitative study was conducted by qualitative content analysis approach. Twenty nursing students during the second to eighth semester of their educational program were selected for participation using purposive sampling. Data were collected through in-depth semistructured interviews. The interview was transcribed verbatim, and qualitative content analysis was used to analyze the data. From the data analysis, four main themes were extracted. Motivation to reflect, complex experiences, efficient trainer, ...
Guided reflection: A valuable tool for improving undergraduate student nurses’ levels of reflection
2015
In 2011, the undergraduate nursing programme at the Durban University of Technology introduced reflective journal writing. Students submitted journals of poor quality which lacked reflection, thus motivating the need to improve the levels of reflection by introducing a structured guide developed from Gibb's reflective cycle. Using a purposive sampling approach, forty students volunteered their reflective journals to be used for the study. During their clinical placements, each participating student wrote and submitted two reflective journals. Analysis of the journals revealed lower levels of reflection in the first reflective journal compared to improved levels in the second journal. The students initially struggled with the last three phases of Gibb's framework, but improved following feedback and guidance. Levels of reflection and development of reflective practice could be enhanced if all educators participate actively in guiding and supporting students during the writing...
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