Nataša Mlinar Reljić1, Majda Pajnkihar2, Zvonka Fekonja3. 1. University of Maribor, Faculty of Health Sciences, Maribor, Slovenia. Electronic address: natasa.mlinar@um.si. 2. University of Maribor, Faculty of Health Sciences, Maribor, Slovenia. Electronic address: majda.pajnkihar@um.si. 3. University of Maribor, Faculty of Health Sciences, Maribor, Slovenia. Electronic address: zvonka.fekonja@um.si.
Abstract
BACKGROUND: Self-reflection can be used as a tool for describing student experiences and have a significant impact on their learning. It enables nursing students to develop the ability to identify and analyse their problems and find possible solutions. OBJECTIVE: To present students' self- reflection in their first clinical practice as their first stage of our nursing study program. METHODOLOGY: The research was based on a naturalistic philosophical paradigm using a qualitative methodological approach. The research took place at one of the Slovenian universities with an undergraduate nursing education program. Purposive sampling was chosen. The data were obtained through written self-reflection diary entries collected between March and June 2016. A thematic analysis was selected for data analysis. Ensuring that all ethical considerations were covered, seventeen students in the first clinical practice were included. FINDINGS: Three main thematic themes were identified that define the experience of students in their first clinical practice: (1) emotional experience, (2) interpersonal relationships, (3) learning. CONCLUSIONS: The research has found that the experiences and the perceptions of students in the first clinical practice are mainly expressed emotionally. Self-reflection helps students to express emotions and feelings to reliving and to identifying problems and also, to understanding themselves better. Further research should be focused on the importance of the students' self-reflections in their professional and personal growth.
BACKGROUND: Self-reflection can be used as a tool for describing student experiences and have a significant impact on their learning. It enables nursing students to develop the ability to identify and analyse their problems and find possible solutions. OBJECTIVE: To present students' self- reflection in their first clinical practice as their first stage of our nursing study program. METHODOLOGY: The research was based on a naturalistic philosophical paradigm using a qualitative methodological approach. The research took place at one of the Slovenian universities with an undergraduate nursing education program. Purposive sampling was chosen. The data were obtained through written self-reflection diary entries collected between March and June 2016. A thematic analysis was selected for data analysis. Ensuring that all ethical considerations were covered, seventeen students in the first clinical practice were included. FINDINGS: Three main thematic themes were identified that define the experience of students in their first clinical practice: (1) emotional experience, (2) interpersonal relationships, (3) learning. CONCLUSIONS: The research has found that the experiences and the perceptions of students in the first clinical practice are mainly expressed emotionally. Self-reflection helps students to express emotions and feelings to reliving and to identifying problems and also, to understanding themselves better. Further research should be focused on the importance of the students' self-reflections in their professional and personal growth.
Authors: John A Aitken; Elisa M Torres; Seth A Kaplan; Deborah DiazGranados; Lillian Su; Sarah Henrickson Parker Journal: BMJ Simul Technol Enhanc Learn Date: 2021-07-26
Authors: José Manuel Hernández-Padilla; Alda Elena Cortés-Rodríguez; José Granero-Molina; Cayetano Fernández-Sola; Matías Correa-Casado; Isabel María Fernández-Medina; María Mar López-Rodríguez Journal: Int J Environ Res Public Health Date: 2019-11-16 Impact factor: 3.390