Students' and teachers' experiences of participating in the reflection process "THiNK". (January 2016)

• Record Type: Journal Article
• Authors: Dahl, Hellen; Eriksen, Kristin Ådnøy
• Is Part Of: Nurse education today. Volume 36(2016)
• Page Start: 401
• Page End: 406
• Publication Date: 2016-01
• Subjects: Reflection process -- Students' and teachers' experiences -- Educational tailoring -- Nursing education -- Professional development; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2015.10.011
• Languages: English
• ISSNs: 0260-6917

Abstract

Summary: Objectives: Reflective journal writing in clinical practice is used as a tool in bachelor programs in nursing. The reflection process THiNK was developed to enhance students' reflection processes. It was tailored to the needs of a nursing programme (in Norway) as former studies showed that many students had superficial level of reflection in their reflective journals, few students applied knowledge to their reflections and some met unprepared in the guided reflection groups. The teachers had inconsistent focus on the importance of reflection as a way of learning. This study aimed to describe students' and teachers' experiences of participation in reflection processes. Design and method: The development of THiNK is inspired by educational design research. This study used focus groups to gain insight into students' and teachers' experiences of the reflection processes. Data were analysed using qualitative content analysis. Participants and setting: The empirical sample included 5 focus groups with 28 students and 7 teachers in a bachelor nursing program at a University College in Norway. Results: The themes were as follows: stop and verbalise the experiences, stimulate and support the reflection processes and develop a conscious attitude. The students became aware of themselves and their own execution. The teachers and reflection groups were crucial in order to learn to see the complexity of a given situation and helped draw connection between the situation and the theoretical knowledge. Conclusions: Enhancing students' professional development requires attention to facilitation skills as well as other contextual factors. Readiness in the culture can be ensured by tailoring frameworks of reflection that replies to students' and teachers' requests. Participating in reflection processes facilitates integration of modes of thinking when dealing with clinical situations. Highlights: Open-minded, aware of complexity, different perspectives and alternative actions. Aware of themselves and own contribution to clinical practice. Reflecting with others was essential to enhance professional development. Teachers ability to be in a process is an essential facilitator skill Tailoring educational framework was beneficial.