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The character of nursing students' critical reflection at the end of their education
University of Skövde, School of Health and Education. University of Skövde, Health and Education. Skaraborgs Hospital, Department of Oncology, Skövde, Sweden. (Äldre och långvariga hälsoproblem, Health and Ageing)ORCID iD: 0000-0001-6988-0999
University of Skövde, School of Health and Education. University of Skövde, Health and Education. (Äldre och långvariga hälsoproblem, Health and Ageing)ORCID iD: 0000-0002-2671-1041
University of Skövde, School of Health and Education. University of Skövde, Health and Education. (Fysisk aktivitet, IT och hälsa (FAITH), Physical Activity, IT and Health)ORCID iD: 0000-0003-2203-7472
2017 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, no 5, 55-61 p.Article in journal (Refereed) Published
Abstract [en]

Background: In nursing education, theoretical and practical knowledge are intertwined and integrated in the prospective nurses’ lifeworld. To enable this, and to develop a critical reflective approach, students should adopt a critical attitude. This study aims to gain a deeper understanding of the character of prospective nurses’ critical reflection.

Methods: This is a descriptive qualitative study. Data were gathered using written narratives, individual and focus group interviews. Qualitative content analysis was employed.

Results: Three themes were identified: being open to changes, distancing oneself, and challenging one’s understanding. In the first theme, students’ critical reflection was expressed through an openness to changes of self-perception and openness to professional development during the education. In the second theme, critical reflection was identified as variations on distancetaking.

Inserting distance from a direct experience makes the experience easier to process, understand and relate to the learner’s concept of nursing. In the third theme, courage to question what was taken for granted is identified as a necessity to challenging self-understanding and willingness to engage in uncertainty.

Conclusions: It would appear that the academic part of training, with the possibility of reflection in small groups, provides students with conceptual tools for reflective learning as well as giving them the opportunity to relate critically to professional practice and to the professional nurse role.

Place, publisher, year, edition, pages
Toronto: Sciedu Press , 2017. Vol. 7, no 5, 55-61 p.
Keyword [en]
Nursing, Education, Critical reflection, Qualitative, Learning
National Category
Medical and Health Sciences Health Sciences Nursing
Research subject
Humanities and Social sciences
Identifiers
URN: urn:nbn:se:his:diva-13296DOI: 10.5430/jnep.v7n5p55OAI: oai:DiVA.org:his-13296DiVA: diva2:1062922
Available from: 2017-01-09 Created: 2017-01-09 Last updated: 2017-05-22Bibliographically approved

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CiteExportLink to record
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