Karimi Shahnaz, Haghani Fariba, Yamani Nikoo, Kalyani Majid Najafi
Ph.D. Student of Medical Education, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Ph.D. in Curriculum Planning, Associate Professor, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Electron Physician. 2017 Sep 25;9(9):5191-5198. doi: 10.19082/5191. eCollection 2017 Sep.
Reflection on practical experiences is a key element that enables students to recognize their own strengths and weaknesses and develop nursing skills. Whilst reflection may enhance students' learning in practice, there is little evidence about nursing students' perception of the consequences of reflection in clinical settings.
This study aimed to explore Iranian nursing students' perception regarding the consequences of reflection during clinical practices.
This qualitative study was conducted by a conventional content analysis approach in two nursing schools at Shiraz and Fasa Universities of Medical Sciences in Iran. Data were collected through in-depth semi-structured interviews during 2015-2016, from 20 students selected by purposive sampling. All the interviews were tape-recorded, transcribed verbatim, and analyzed by content analysis method. Rigor of this study was approved by member check and external audit.
Two categories emerged from the data analysis, including movement toward professionalism and self-actualization of emotions. The former consisted of three subcategories of function modification, sharing experiences and generalizing experiences. The latter consisted of two subcategories of inner satisfaction and peace of mind.
The results indicated that nursing students' reflection in clinical settings is effective in personal and professional levels. Reflection in a personal level led to positive emotions that increased the quality of care in patients. Accordingly, nursing educators need to create a nurturing climate as well as supporting reflective behaviors of nursing students.
对实践经验进行反思是促使学生认识自身优缺点并培养护理技能的关键要素。虽然反思可能会增强学生在实践中的学习效果，但关于护生对临床环境中反思结果的认知的证据却很少。
本研究旨在探讨伊朗护生对临床实习期间反思结果的认知。
本定性研究采用传统内容分析法，在伊朗设拉子医科大学和法萨医科大学的两所护理学院开展。2015 - 2016年期间，通过深度半结构化访谈收集数据，从20名通过目的抽样选出的学生中获取信息。所有访谈均进行录音，逐字转录，并采用内容分析法进行分析。本研究的严谨性通过成员核对和外部审核得以验证。
数据分析得出两类结果，包括向职业化转变和情感的自我实现。前者由功能调整、经验分享和经验归纳三个子类别组成。后者由内心满足和心境平和两个子类别组成。
结果表明，护生在临床环境中的反思在个人和专业层面均有成效。个人层面的反思产生了积极情绪，提高了患者护理质量。因此，护理教育工作者需要营造一个滋养性的氛围，并支持护生的反思行为。
