Allowing students to discuss their results while also reflecting on the reasons, encourages them to speak openly about their flaws, limitations, uncertainty, and confusion, rather than hiding their possible negligence. Reid, (1993) describes reflection as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. 2013;34(4):6316. A purposive sample of 21 nursing students from the second semester and above from one nursing school in Saudi Arabia and were employed into this study [17]. An external reviewer with experience in qualitative studies evaluated conformability. As a result, facilitation of reflection and reflective capacities is seen as an essential part of professional growth [7]. The phenomenological data analysis has given rise to the following themes and subthemes as stated in Table 4: The first theme that emerged from analyzing the verbatim of the participating students pointed towards intrinsic drivers for reflection, where students have felt something within them that have triggered them to go back and think more deeply about their clinical experience and learn from it. Barbagallo M.S. 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. 2013;3(9):106. What outcomes are measured in the studies where reflection has been used for nursing education by nursing trainees and educators in clinical settings. DeBrew JK, Lewallen LP. Overview First year student nurse, Emma Second year student nurse, Saima Third year student nurse, Darren The focus of this scenario is the learning that Darren, a third-year student nurse undertook whilst on a shift on ward A which is a surgical ward. Reflective practice in nursing: A concept analysis This analysis identifies the need for future nursing researchers to develop reflective models or strategies that promote reflection among nurses and nursing students before, during, and after the clinical experiences. As an education provider, a trainer should push students to gain more from other sources and patients who are similar to them [27]. Instead of just observing, the forms helped the students take a more vigorous approach in seeking knowledge. 2017 Jul;25:1-4. doi: 10.1016/j.nepr.2017.04.004. Efforts were made to establish an audit trail throughout the entire study. The researchers protracted engagement with the data and good communication with the respondents have developed the credibility of the findings. Dr Micah DJ Peters, Director of the National Policy Research Unit from the ANMF Federal Office and author of the paper said training and developing competences based on reflection in an evidence-based practice has to be tested and validated. 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). One of the most important aspects in the clinical practice reflection process was students willingness to learn more about clinical care. This led to frustration and distress. 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. The model will be applied to the essay to facilitate critical thought, relating theory to practice where the model allows. (2018) on nursing staff, there was a link between reflection, intellectual growth, and career development; additionally, it was discovered that reflection improves mental wellbeing. Banning (2008) suggests that a 'think out loud' approach may be an excellent way to get student nurses to learn as they problem-solve a case study, just as they would in real life practice. What does the term reflection mean to you? Rapid progress in the treatment of many medical conditions has caused a shift in nurses duties and functions and many changes in nursing education over the last two decades [7, 8]. Data has no individual details and is handled confidentially. Clipboard, Search History, and several other advanced features are temporarily unavailable. [This is how I am - A study of student nurses moral development]. Reflective writing is the purposeful and recursive contemplation of thoughts, feelings, and happenings that pertain to significant practice experiences (Kennison, 2012). [When interaction is required: a healthcare in change demands new skills]. Ultimately, the authors concluded that while reflection is a core component of nursing education and RN standards for practice, there is little agreement among the research community on how best to assess the measurement and quality of reflection. Patel A.B., Shah S.V. 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. Data showed that the forms guided the students through their placements in the outpatient unit. This study shows that preparedness and guidance during placement were essential to making the week in the outpatient unit meaningful. The aim of this study was to explore students' experiences of structured learning activities using forms for unit-specific learning outcomes and targeted reflection during clinical placements in outpatient units. Bookshelf sharing sensitive information, make sure youre on a federal Reflecting-in-action involves private and personal thoughts and feelings. 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. Reflection is a formal process that can help nurses and nursing students develop crucial skills and competencies when undertaking training in clinical practice settings. Thus, the findings of the study highlight the importance of emphasizing the significance of professional values such as personal responsibility and intrinsic motivational factors. Being prepared, which was one of the categories, incorporated the subcategories being able to understand what to do, being at the right place at the right time and being alert for new experiences. Mayring P: Qualitative Content Analysis. Solvoll B-A, Opsahl G, Granum V. Hvordan bidrar rammeplanen for norsk sykepleierutdanning til akademisk profesjonskompetanse? Self-reflection looks inward and listens to the whispers. Reflection in medical education can be implemented in multitude of ways, depending on the restrictions of the coursework. 2009;26(2):816. Leveraging advanced practice nursing in complex health care systems. Conventional content analysis following Hsieh and Shannon [19], also described as inductive category development [20], was used. Moon 2013-09-05 Reflection is a technique for aiding and reinforcing learning, used in education and My week at the outpatient unit, was in my second week of clinicals. 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. Received 2022 Jun 20; Accepted 2022 Jul 25. Nurse students experiences with clinical placement in outpatient unit a qualitative study, https://doi.org/10.1186/s12912-016-0167-1, http://dx.doi.org/10.1787/9789264183896-en, https://www.ssb.no/en/helse/statistikker/speshelse/aar/2015-06-18, https://www.regjeringen.no/globalassets/upload/kd/vedlegg/uh/rammeplaner/helse/rammeplan_sykepleierutdanning_08.pdf, http://www.ssb.no/en/utdanning/statistikker/hugjen/aar/2015-06-26, https://www.advisory.com/sitecore%20modules/web/~/media/ABI/Research/GCNE/Studies/2012/PatientExperience.pdf, https://www.etikkom.no/en/ethical-guidelines-for-research/medical-and-health-research/declaration-of-helsinki/, http://pvo.nsd.no/prosjekt/sok?s=40573&innmeldt_fra=&innmeldt_til=&institusjon=0&side=1, http://creativecommons.org/licenses/by/4.0/, http://creativecommons.org/publicdomain/zero/1.0/. The authors are grateful to the participants in the study. In this study, students stated that novel situations during the training session give a framework for reflection. 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. 2022 Mar;7 (3):e008007. Another important part of being prepared was linked to being in the right place at the right time. To maintain this association, it is important that the clinical placement offers an environment where this can be taught. Uniped. A Login to ePAD T ePAD user guide When having used the given tools, data indicated that students felt a higher ability to focus on their upcoming practice. Existential Phenomenological Alternatives for Psychology. These external motivational factors for reflection revolve around the clinical environment in which the students are practicing which included patients, clinical preceptors and the healthcare team with which the students are in constant contact. I wish I could have spent more time at the ward, so at least I knew some of the terminology.. volume15, Articlenumber:49 (2016) In Saudi Arabia, the only study that tackled the reflection highlighted the perspectives of preceptors rather than students. The https:// ensures that you are connecting to the 2004 Jan;17(1):36-41. doi: 10.1177/0894318403260550. The transcriptions were placed in a sealed envelope, delivered to the translation professionals and were received back in a sealed envelope. The forms directed the students attention towards the patient and their experiences and the relationships between the nurses and the patient. Springer Nature. Int J Nurs Stud. Lfmark A, Thorell-Ekstrand I. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); This site uses Akismet to reduce spam. 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. For instance, one of the students said my work as a nurse is guided not only by professional ethics but also by moral and cultural values too, which makes me in need to always relate my practice and performance to, so that I can be sure that I am doing the right thing I mean I would want to be treated in a dignified manner if I was ever in the place of the patient (S1). The authors read the interviews right through each by themselves in order to obtain a sense of the whole. 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. Overall, the review found interventions, tools, approaches and the measurement of nurses reflection in clinical practice settings are highly varied. Artioli G., Deiana L., De Vincenzo F., Raucci M., Amaducci G., Bassi M.C., Di Leo S., Hayter M., Ghirotto L. Health profes-sionals and students experiences of reflective writing in learning: A qualitative meta-synthesis. The study sample was made up of 21 male nursing students from one nursing school at a major university at Saudi Arabia, where 3 (14.28%) where in the second semester of their first year, 4 (19.04%) where in the first semester of their second year, 5 (23.80%) from the second semester of the second year and another 5 (23.80%) from the first semester of their third year. The aim of this study was to explore students' experiences of structured learning activities using forms for unit-specific learning outcomes and targeted reflection during clinical placements in outpatient units. National Library of Medicine Holmsen TL: Hva pvirker sykepleierstudentenes trygghet og lring i klinisk praksis? . Nurse Educ Pract. The data will be shared by the authors of this research paper upon request. The literature suggests that developing a professional identity and an aspiration to learn are influenced by the length of the clinical practice [16]. Not only the details of the disease itself has motivated the participating students to reflect on their clinical practice but rather the patients themselves and their sociodemographic characteristics and interaction patterns have also played a key role in driving and facilitating students to reflect more on their performance. Previous research also suggests that learning is stimulated when students conceptualize their experiences and are led into reflecting upon specific situations [26]. Practice Assessment Document (ePAD) system information for School of Nursing students, practice assessors, practice supervisors and academic assessors ePAD is for Nursing students. 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. Students take a more active approach to seeking knowledge when given structured learing activities during clinical placement in outpatient unit. In the first year of my nursing programme my first placement was in an acute admission ward for older people. Another student also shared, I dont want to be unable to take the proper actions when the patients need me or when they need answers on something I feel as a student nurse responsible just like a graduate registered nurse for the patients condition that what makes me want to think more on my level of performance (S12).