Nurse educatorsํ perceptions on facilitating reflective thinking in clinical nursing education: research

Abstract

This article seeks to publish the results of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education. The results were obtained through a perception survey using an agenda focus group in the second phase of an original study whose aim was to develop a model to facilitate reflective thinking in clinical nursing education. A qualitative, exploratory and descriptive study, which was contextual in nature, was conducted. A concept analysis of reflective thinking was conducted based on the principles described by Wilson (1963:23-39) and Gift (1997:75-76). These results (unpublished) were used to guide the perception survey of nurse educators on how reflective thinking can be facilitated in clinical nursing education. An ๋eticํ approach to qualitative data analysis was used (Morse, 1994:166-167), and categories were placed in the matrices as described by Miles & Huberman (1994:241-243). The results revealed empowerment of the learner through different teaching strategies, assessment and evaluation methods, and the supporting attitudes in accordance with the three phases of the reflective thinking process. Trustworthiness was assured by adhering to Lincoln and Gubaํs (1985:290) principles such as credibility, transferability, confirmability and dependability. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed with guidelines to assist nurse educators with the implementation of the model.


Hierdie artikel beoog om die resultate van verpleegopvoeders met betrekking tot hoe reflektiewe denke van leerders in kliniese verpleegonderwys gefasiliteer kan word, te publiseer. Die resultate is bekom deur ๋n persepsie-opname waar ๋n agendafokusgroep in die tweede fase van ๋n oorspronklike studie gebruik is, wat ten doel gehad het om ๋n model te ontwikkel ten einde reflektiewe denke in kliniese verpleegonderwys te fasiliteer. ๋n Kwalitatiewe, verkennende en beskrywende studie wat kontekstueel van aard is, is uitgevoer. ๋n Konsepontleding van reflektiewe denke is uitgevoer op grond van die beginsels wat deur Wilson (1963;23-29) en Gift (1997:75-76) beskryf is. Hierdie resultate (ongepubliseer) is gebruik om die persepsie-opname van verpleegopvoeders oor hoe reflektiewe denke in kliniese verpleegonderwys gefasiliteer kan word, te rig. ๋n ๋Buite-teoretieseํ benadering tot kwalitatiewe data-ontleding is gebruik (Morse, 1994:166-167) en kategorieฮ is in matrikse geplaas wat deur Miles en Huberman (1994:21-243) beskryf word. Die resultate het bemagtiging van die leerder deur verskillende onderrigstrategieฮ, assesserings- en evalueringsmetodes en die ondersteunende gesindhede in ooreenstemming met die drie fases van die reflektiewe denkproses aan die lig gebring. Betroubaarheid is verseker deur Lincoln en Guba (1955:290) se beginsels, soos geloofwaardigheid, oordraagbaarheid, bevestigbaarheid en betroubaarheid, na te volg. Daar word aanbeveel dat ๋n model om reflektiewe denke in kliniese verpleegonderwys te fasiliteer ontwikkel word met riglyne om verpleegopvoeders met die implementering van die model te help.


Key Words: Nurse educator, Facilitating reflective thinking, Clinical nursing education, Awareness and disequilibrium phase, Interactive constructing process and consolidation phase


Health SA Gesondheid Vol.9(1) 2004: 57-78