Alsalamah Yasir, Albagawi Bander, Babkair Lisa, Alsalamah Fahed, Itani Mohammad S, Tassi Ahmad, Fawaz Mirna
Emergency Department, Al-Amal Psychiatric Hospital, Qassim, Buraydah 52326, Saudi Arabia.
Medical Surgical Nursing Department, College of Nursing, University of Hail, Hail 55476, Saudi Arabia.
Nurs Rep. 2022 Jul 29;12(3):545-555. doi: 10.3390/nursrep12030053.
Reflection increases meta-cognitive capacities, promotes student-instructor relationships, overcomes the theory-practice gap, and enriches learning. This study aims at exploring nursing students' perspectives on the facilitators of reflective practices in the clinical setting.
Semi-structured interviews were conducted among 21 Saudi nursing students at one major university in Saudi Arabia.
Two major themes were prevalent upon thematic analysis, namely, "Personal Drivers of Reflection" which consisted of "Motivation to Learn", "Desire to develop", "Ethical Regard", and "Responsibility towards patients" and "External Drivers of Reflection" which consisted of "Patient characteristics", "Case complexity", and "Competent Instructors".
As per the results of the study, nursing students perceived that they underwent reflection as a response to personal motivational and external educational aspects. According to the findings, instructors should assist students through clinical reflection, with a special focus on their interactions and motivation.
反思可提高元认知能力，促进师生关系，弥合理论与实践的差距，并丰富学习体验。本研究旨在探讨护理专业学生对临床环境中反思性实践促进因素的看法。
对沙特阿拉伯一所主要大学的21名沙特护理专业学生进行了半结构化访谈。
主题分析得出两个主要主题，即“反思的个人驱动因素”，包括“学习动机”、“发展愿望”、“道德关怀”和“对患者的责任”，以及“反思的外部驱动因素”，包括“患者特征”、“病例复杂性”和“称职的教师”。
根据研究结果，护理专业学生认为他们进行反思是对个人动机和外部教育因素的回应。根据研究结果，教师应通过临床反思帮助学生，特别关注他们的互动和动机。
