Learning Through Reflection in Nursing Education: Perspectives of Nursing Students

TL;DR

This study explores how nursing students experience and understand reflection in their education and highlights the need for better guidance and structured support.

Contribution

The study identifies specific challenges and supportive factors for reflection among nursing students, offering actionable insights for improving nursing education.

Findings

Nursing students find reflection broad and vague without clear guidance.

Structured reflection training and peer learning models are needed to support reflection.

Power imbalances hinder students' ability to engage in reflective practices.

Abstract

As healthcare evolves due to demographic changes and new technologies, there is a pressing need for nursing education to emphasize reflective practices. Despite its importance, students often struggle with integrating reflection into their learning due to inconsistent guidance and a lack of structured support.

This study explored nursing students’ experiences and understanding of reflection, and how they engaged with it as a skill.

A qualitative exploratory design was employed, involving 22 1st- and 3rd-year nursing students. Data was collected through in-depth and focus group interviews, allowing for rich data collection through both interaction and individual insights. The data were analyzed using a six-step thematic process. The reporting followed the COREQ guidelines.

The analysis revealed two main themes, namely factors that support the reflection process and challenges of the reflection process with four subthemes: understanding the concept and purpose of reflection, educational structures and facilitation, lack of tools and structure in education, and power imbalances in relationships. Both 1st- and 3rd-year students found the concept of reflection broad and vague; however, 3rd-year students emphasized its practical applications. Both groups stressed the need for clear guidance and peer learning models to foster a supportive environment for reflection.

This study identifies a gap between the ideal and actual experiences of reflection among nursing students. Both 1st- and 3rd-year students struggled to understand and apply reflection due to limited guidance. Education programs should introduce structured reflection training throughout the coursework, including consistent support from educators and supervisors. Addressing power imbalances could help establish a safe learning environment, enabling students to analyze their experiences both retrospectively and in real time. The findings offer insights that can enhance nursing education globally and contribute to the international knowledge base.

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