Wanda Dessie, Fowler Cathrine, Wilson Valerie
Faculty of Health, University of Technology, Sydney, Australia; Faculty of Nursing, Universitas Indonesia, Indonesia; Level 7, 235 Jones Street, Ultimo, NSW 2007, Australia.
Faculty of Health, University of Technology, Sydney, Australia.
Nurse Educ Today. 2016 Mar;38:132-7. doi: 10.1016/j.nedt.2015.11.029. Epub 2015 Dec 12.
Reflective practice is now widely used as a critical learning tool in undergraduate and postgraduate nursing programs in most developed countries. However in developing countries, reflective practice is in its infancy.
To introduce reflective practice to postgraduate students in an Indonesian nursing education institution. This paper presents the positive meanings of reflection and reflective practice experienced by the students and the way they used reflection within their practice.
A descriptive qualitative study was conducted to explore the meaning of reflection or reflective practice using flashcards.
A clinical reflective practice model taking into consideration Indonesian culture was developed and applied during students' clinical placement. A few weeks post clinical placement, 21 students participated in an evaluation session. The meaning of reflection or reflective practice was explored using flash cards containing images of people and environment with different situations and events. Students were asked to choose a card that represented their viewpoints about reflective practice and share it with the group. Data were digitally captured and analyzed using thematic analysis.
Reflection provided a positive experience for the students. In their own words, they discussed their journey of using reflection during the clinical placement period. The use of reflection was identified as expanding their view of nursing practice, providing a safe place to explore their experiences and clarity when they encountered challenging situations during their clinical practice. Reflecting on practice experiences resulted in increased self-awareness, and enhanced their learning.
The findings indicate that reflective practice can be implemented successfully in Indonesia and may have value for other Eastern countries that share similar cultural characteristics. The use of flash cards assisted the students describe through stories their experiences of participating in this reflective practice program.
反思性实践如今在大多数发达国家的本科和研究生护理项目中被广泛用作一种关键的学习工具。然而在发展中国家，反思性实践尚处于起步阶段。
将反思性实践引入印度尼西亚一所护理教育机构的研究生中。本文介绍了学生所体验到的反思及反思性实践的积极意义，以及他们在实践中运用反思的方式。
开展一项描述性定性研究，以使用抽认卡来探究反思或反思性实践的意义。
开发了一个考虑到印度尼西亚文化的临床反思性实践模型，并在学生临床实习期间应用。临床实习结束几周后，21名学生参加了一次评估会议。使用包含不同情境和事件中的人物及环境图像的抽认卡来探究反思或反思性实践的意义。要求学生选择一张代表他们对反思性实践观点的卡片，并与小组分享。数据通过数字方式采集，并使用主题分析法进行分析。
反思为学生带来了积极的体验。他们用自己的话讨论了在临床实习期间运用反思的过程。反思的运用被认为拓宽了他们对护理实践的视野，为探索自身经历提供了一个安全的场所，并在临床实践中遇到具有挑战性的情况时带来了清晰的认识。对实践经历进行反思提高了自我意识，并增强了他们的学习效果。
研究结果表明，反思性实践在印度尼西亚可以成功实施，并且可能对具有相似文化特征的其他东方国家具有价值。抽认卡的使用帮助学生通过故事描述了他们参与这个反思性实践项目的经历。
