Triggers for reflection in undergraduate clinical nursing education: A qualitative descriptive study

Reflection is a key component of effective teaching in baccalaureate nursing education. However, there are limited empirical studies into the factors which trigger reflection in undergraduate clinical nursing education. This study aimed to explore reflection triggers in undergraduate clinical nursin...

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Bibliographic Details
Published in:Nurse education today 2019-04, Vol.75, p.35-40
Main Authors: Bagheri, Maryam, Taleghani, Fariba, Abazari, Parvaneh, Yousefy, Alireza
Format: Article
Language:English
Subjects:
Accountability
Clinical nursing
Clinical teaching
Content analysis
Data Analysis
Focus Groups
Instructional Effectiveness
Medical education
Nursing
Nursing education
Patients
Qualitative description
Qualitative research
Reflection
Reflective practice
Teacher Effectiveness
Teaching
Teaching Methods
Undergraduate nursing education
Universities
Verbal learning
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Summary:Reflection is a key component of effective teaching in baccalaureate nursing education. However, there are limited empirical studies into the factors which trigger reflection in undergraduate clinical nursing education. This study aimed to explore reflection triggers in undergraduate clinical nursing education with a specific focus on verbalized reflection in spoken dialogues. This qualitative descriptive study was conducted in 2017–2018. Participants were seventeen clinical nursing instructors, 32 nursing students, and nine newly graduated nurses who were purposively recruited from four universities and two hospitals in Iran. Data were collected via 26 in-depth semi-structured face-to-face interviews with clinical nursing instructors and newly graduated nurses and four focus group discussions with students. Conventional content analysis was used for data analysis. Reflection triggers fell into the following four main categories: conscious comparison of actions, confrontation with influential realities, emotional and moral involvement in patient care, and demanding accountability. This study suggests triggers for reflection in clinical nursing education. Instructors' use of reflection triggers can help students reflect on their actions and practice.
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2018.12.013