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Applying Reflective Learning in Clinical Practice for Undergraduate Nursing Students

Author: LiAiHua
Tutor: LiuXiaoYing
School: Shanxi Medical
Course: Nursing
Keywords: Reflective Learning Quantitative research Qualitative Research Clinical Practice Nursing clinical competence
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Type: Master's thesis
Year: 2009
Downloads: 327
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Abstract


Objective of the reflective learning method is applied to undergraduate nursing students in clinical practice for undergraduate nursing students' clinical capabilities provide an efficient practices; while the experimental group of nursing students and reflection reflection diary panel discussions qualitative content analysis, undergraduate nursing students to explore and understand the problems encountered during clinical practice and the real state of mind, to provide a basis for improved management of clinical teaching. Methods This study is experimental intervention study, using convenience sampling method to select in July 2008 to enter the top three hospitals in Taiyuan, Shanxi, two in Shanxi Province to participate in graduation practice two full-time undergraduate nursing students 160 were research object. Application of the principle of stratified random sampling selected experimental and control groups of 80 students in the control group of students using conventional internship program internship; undergraduate nursing students in the experimental group on the basis of regular practice, its reflective learning relevant knowledge, training and requires writing diaries and organize regular reflection reflective panel discussions; six months after the collection of reflection diaries, the test group of students reflection diaries and reflection group discussions conducted qualitative research; and use the \must be evaluated for quantitative data using SPSS13.0 statistical package for statistical analysis. Results 1 reflection diary for nursing students and reflective panel discussions qualitative content analysis extracted four main structural concepts: relationships, knowledge and skills, emotional experience, practice environment. In the four major structural concept CPC containing seven minor structural concept: The relationship between nurses and nurse-patient communication skills of reflection on the clinical teachers reflection, reflection on nursing, clinical learning methods for reflection on life Reflections on life and death, on the nursing profession reflection, reflection of the work environment. 2 pairs of quantitative data for statistical analysis: in ɑ = 0.05 (bilateral) test level, the two groups of students in clinical nursing competency scores are different, there are statistically significant, the experimental group than the control group (P lt; 0.05 ). Experimental group students' ability to deal with the clinical, nursing communication skills, the ability of health education, nursing research capacity, professional psychological five better than the control group (t values ??were 3.21,6.59,2.02,8.17,7.27, P lt; 0.05) in clinical teaching ability and clinical management capabilities difference was not statistically significant (t values ??were 1.78,1.52, P gt; 0.05). Conclusions: reflective learning is an effective undergraduate nursing students to improve clinical competence practices, and be able to provide the basis for improved management of clinical teaching.

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