|Title:||First year nursing students use of the reflective process during their first clinical practice|
|Subject:||Hong Kong Polytechnic University -- Dissertations|
Nursing -- Study and teaching
Nursing -- Practice
|Department:||School of Nursing|
|Pages:||iii, 77 leaves ; 30 cm.|
|Abstract:||The integration of theory and practice has been a problem in nursing education. Reflection has gained a reputation for encouraging the integration between theory and practice within professional education (Wong, Kember, Chang and Yan 1995; Greenwood 1998; Kim 1999). Reflective practice is now widely accepted as a means of improving clinical practice. However, many students do not appear to reflect spontaneously on their learning (Wong et al. 1995; Wong and Lee 2000). The method of the study adopted a qualitative phenomenological approach that seeks to gain in-depth information from the perspective of first year degree nursing students in Hong Kong, to study the way they applied reflection in their clinical practice; and to examine the benefits of using reflective in their clinical practice. The target population was those first year degree nursing students studying in one of the universities in Hong Kong. The total number of participants was twelve. The interview method together with open-ended question was used to collect data. The data was analyzed based on thematic analysis using Colaizzi's (1978) approach.|
The findings of the study revealed that three themes of the reflective process that could facilitate clinical practice, which were increase in awareness, analysis of clinical situation and synthesis. In addition, three themes of barriers applying in the reflective process in clinical practice were revealed. They were lack of time, lack of knowledge, and discouraging environment. Furthermore, factors that would enhance the application of the reflective process in clinical practice were writing reflective journal, small group discussion and support given to nursing students. These results indicated that the reflective process could improve the first year nursing students' clinical practice at the very beginning of their clinical placement so that their clinical learning can be enhanced. Teaching quality could be improved by providing sufficient encouragement to nursing students.
|Rights:||All rights reserved|
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