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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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| Published in: | Nurse education today 2019-04, Vol.75, p.35-40 |
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| container_end_page | 40 |
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| container_title | Nurse education today |
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| creator | Bagheri, Maryam Taleghani, Fariba Abazari, Parvaneh Yousefy, Alireza |
| description | 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. |
| doi_str_mv | 10.1016/j.nedt.2018.12.013 |
| format | article |
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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.
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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.</description><subject>Accountability</subject><subject>Clinical nursing</subject><subject>Clinical teaching</subject><subject>Content analysis</subject><subject>Data Analysis</subject><subject>Focus Groups</subject><subject>Instructional Effectiveness</subject><subject>Medical education</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Patients</subject><subject>Qualitative description</subject><subject>Qualitative research</subject><subject>Reflection</subject><subject>Reflective practice</subject><subject>Teacher Effectiveness</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Undergraduate nursing education</subject><subject>Universities</subject><subject>Verbal learning</subject><issn>0260-6917</issn><issn>1532-2793</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kT9rHDEQxUWIiS9OvkCKIEiTZjej0f6TcWNMnAQMbpxa6KTZQ8ee9iytDP721uVsFy5SzQz83mN4j7EvAmoBovuxrQO5pUYQQy2wBiHfsZVoJVbYK_merQA7qDol-lP2MaUtAAw9yg_sVEI3NIPAFXN30W82FBMf58gjjRPZxc-B-8BzcBQ30bhsFuJ28sFbM_GQY_Jhw8llaw7sOb_k99lMfinnA3FHyUa__7enJbvHT-xkNFOiz8_zjP29_nl39bu6uf315-ryprJyaJaqRUQgS0DGutFY6PsBpXQwKtmsO6Ea2SgABx30CtfOmLUaDQmEQSilRnnGvh9993G-z5QWvfPJ0jSZQHNOGkWvGtG2si3otzfods4xlO90eUK1A3QKC4VHysY5pZKO3ke_M_FRC9CHDvRWHzrQhw60QF06KKKvz9Z5vSP3KnkJvQAXR4BKFg-eok7WU7DkfCzpazf7__k_AckemJM</recordid><startdate>20190401</startdate><enddate>20190401</enddate><creator>Bagheri, Maryam</creator><creator>Taleghani, Fariba</creator><creator>Abazari, Parvaneh</creator><creator>Yousefy, Alireza</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>20190401</creationdate><title>Triggers for reflection in undergraduate clinical nursing education: A qualitative descriptive study</title><author>Bagheri, Maryam ; Taleghani, Fariba ; Abazari, Parvaneh ; Yousefy, Alireza</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c384t-52220ece0eacdfac0778233d0f934b619434900d060792bdaab9fae12081999f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Accountability</topic><topic>Clinical nursing</topic><topic>Clinical teaching</topic><topic>Content analysis</topic><topic>Data Analysis</topic><topic>Focus Groups</topic><topic>Instructional Effectiveness</topic><topic>Medical education</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Patients</topic><topic>Qualitative description</topic><topic>Qualitative research</topic><topic>Reflection</topic><topic>Reflective practice</topic><topic>Teacher Effectiveness</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Undergraduate nursing education</topic><topic>Universities</topic><topic>Verbal learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bagheri, Maryam</creatorcontrib><creatorcontrib>Taleghani, Fariba</creatorcontrib><creatorcontrib>Abazari, Parvaneh</creatorcontrib><creatorcontrib>Yousefy, Alireza</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Nurse education today</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bagheri, Maryam</au><au>Taleghani, Fariba</au><au>Abazari, Parvaneh</au><au>Yousefy, Alireza</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Triggers for reflection in undergraduate clinical nursing education: A qualitative descriptive study</atitle><jtitle>Nurse education today</jtitle><addtitle>Nurse Educ Today</addtitle><date>2019-04-01</date><risdate>2019</risdate><volume>75</volume><spage>35</spage><epage>40</epage><pages>35-40</pages><issn>0260-6917</issn><eissn>1532-2793</eissn><abstract>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.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>30684812</pmid><doi>10.1016/j.nedt.2018.12.013</doi><tpages>6</tpages></addata></record> |
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| ispartof | Nurse education today, 2019-04, Vol.75, p.35-40 |
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| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); ScienceDirect Freedom Collection |
| 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 |
| title | Triggers for reflection in undergraduate clinical nursing education: A qualitative descriptive study |
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