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Triggers for Reflection in Undergraduate Clinical Nursing Education: A Qualitative Descriptive Study Publisher Pubmed



Bagheri M1 ; Taleghani F2 ; Abazari P2 ; Yousefy A3
Authors
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Authors Affiliations
  1. 1. Department of Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
  2. 2. Nursing & Midwifery Care Research Center, Faculty of Nursing & Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
  3. 3. Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

Source: Nurse Education Today Published:2019


Abstract

Background: 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. Objectives: This study aimed to explore reflection triggers in undergraduate clinical nursing education with a specific focus on verbalized reflection in spoken dialogues. Methods: 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. Results: 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. Conclusion: This study suggests triggers for reflection in clinical nursing education. Instructors’ use of reflection triggers can help students reflect on their actions and practice. © 2019 Elsevier Ltd
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