HOW GUIDED SELF-REFLECTION FOR NURSING STUDENT IMPROVE THEIR CRITICAL THINKING IN PRE-CLINIC STAGE
Rona Cahyantari Merduaty, Aulia Addinillah Arum
= http://dx.doi.org/10.24990/injec.v20i1.572 
Abstract views = 651 times
|
views = 431 times
Abstract
Introduction: Self-reflection proved to be effective in improving clinical performance and strength in formulating clinical opinions of nursing students. However, self-reflection has not been widely used in the practical learning process in the laboratory at the academic stage in Indonesia. This study aimed to examine the effectiveness of self-reflection assignments in improving nursing students' critical thinking skills during practical learning at the academic stage.
Methods: The research method used in this study is a single-subject experimental design and used The Holistic Critical Thinking Scoring Rubric (HCTSR) as an instrument for assessing the respondent's self-reflection after performing two procedures taught in the laboratory. There were 12 nursing students, year 3 and 4, who were asked to write self-reflection using the two kind of guidelines and were given feedback after completing the first self-reflection. This study has been declared pass the ethical review according to the KET-201/UN2.F12.D1.2.1/PPM.00.02/2022 issued by the Ethics Committee of Faculty of Nursing, Universitas Indonesia.
Results: Study indicates that 7 for 12 nursing students perform a positive trend during the procedure by improving their HCTSR score each intervention day. In general, the visual analysis displays an increasing trend from the maximum score of 3 (strong critical thinking) in first self-reflection to maximum score of 4 (very strong critical thinking) in last self-reflection.
Conclusion: Guided self-reflection assessment and feedback is effective in improving the critical thinking skills of nursing students who are undergoing practical learning at the academic stage. Guiding questions that are concise and contextual to practice in writing self-reflection, specific self-reflection assessment rubrics, and feedback from lecturer should be essential aspect of every nursing learning process, both at the academic and clinical stages.
Keywords
References
Austin, Z., Gregory, P. A. M. and Chiu, S. (2008) ‘Use of Reflection-in-Action and Self-Assessment to Promote Critical Thinking Among Pharmacy Students’, American Journal of Pharmaceutical Education. American Association of Colleges of Pharmacy, 72(3). doi: 10.5688/AJ720348.
Berman, A., Snyder, S., Frandsen, G. (2016) ‘Critical Thinking and Clinical Reasoning’, Kozier & Erb’s Fundamentals of Nursing, pp. 144–154.
Bulman, C. and Schutz, S. (2013) Reflective Practice in Nursing. 5th edn. West Sussex: Wiley-Blackwell.
Byiers, B. J., Reichle, J. and Symons, F. J. (2012) ‘Single-Subject Experimental Design for Evidence-Based Practice’. doi: 10.1044/1058-0360(2012/11-0036).
Carless, D. and Boud, D. (2018) ‘The development of student feedback literacy: enabling uptake of feedback’, https://remote-lib.ui.ac.id:2075/10.1080/02602938.2018.1463354. Routledge, 43(8), pp. 1315–1325. doi: 10.1080/02602938.2018.1463354.
Chen, F. F., Chen, S. Y. and Pai, H. C. (2019) ‘Self-reflection and critical thinking: the influence of professional qualifications on registered nurses’, https://remote-lib.ui.ac.id:2075/10.1080/10376178.2019.1590154. Routledge. doi: 10.1080/10376178.2019.1590154.
Chen, Y. and Zheng, X. (2019) ‘Chinese university students’ attitude towards self and others in reflective journals of intercultural encounter’, System. Elsevier Ltd, 84, pp. 64–75. doi: 10.1016/j.system.2019.05.004.
Cheng, Y.-C. et al. (2020) ‘Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-Experimental Study’, International Journal of Environmental Research and Public Health, 17(15), p. 5442. doi: 10.3390/ijerph17155442.
Dunlap, J. C. (2006) ‘Using guided reflective journaling activities to capture students’ changing perceptions’, TechTrends, 50(6), pp. 20–26. doi: 10.1007/s11528-006-7614-x.
Elverson, C. A. and Klawiter, R. (2019) ‘Using Guided Reflection to Link Cultural and Service Learning in a Study Abroad Course’, Journal of Professional Nursing. W.B. Saunders, 35(3), pp. 181–186. doi: 10.1016/J.PROFNURS.2018.11.004.
Eppich, W. J. et al. (2015) ‘Structuring Feedback and Debriefing to Achieve Mastery Learning Goals’, Academic Medicine. Lippincott Williams and Wilkins, 90(11), pp. 1501–1508. doi: 10.1097/ACM.0000000000000934.
Erdemir, N. and Yeşilçınar, S. (2021) ‘Reflective practices in micro teaching from the perspective of preservice teachers: teacher feedback, peer feedback and self-reflection’, https://remote-lib.ui.ac.id:2075/10.1080/14623943.2021.1968818. Routledge, 22(6), pp. 766–781. doi: 10.1080/14623943.2021.1968818.
Facione, P. A., Facione, N. C. and Beach, H. (2011) ‘The Holistic Critical Thinking Scoring Rubric’, Insight assessment, (650), pp. 1–2.
Hodges, C. B. (2018) ‘Self-efficacy in instructional technology contexts’, Self-Efficacy in Instructional Technology Contexts, pp. 1–292. doi: 10.1007/978-3-319-99858-9.
Horner, R. H. et al. (2005) ‘The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education’, Exceptional Children, 71, pp. 165–179.
Hwang, B. et al. (2018) ‘Facilitating student learning with critical reflective journaling in psychiatric mental health nursing clinical education: A qualitative study’. doi: 10.1016/j.nedt.2018.07.015.
Johnson, B. K. (2020) ‘Observational experiential learning: Theoretical support for observer roles in health care simulation’, Journal of Nursing Education, 59(1), pp. 7–14. doi: 10.3928/01484834-20191223-03.
Lapum, J. et al. (2020) The Scholarship of Writing in Nursing Education: 1st Canadian Edition – Open Textbook. 1st edn. Toronto: Ryerson University Pressbook.
Matshaka, L. (2021) ‘Self-reflection: A tool to enhance student nurses’ authenticity in caring in a clinical setting in South Africa’, International Journal of Africa Nursing Sciences, 15, p. 100324. doi: 10.1016/j.ijans.2021.100324.
Mirlashari, J., Warnock, F. and Jahanbani, J. (2017a) ‘The experiences of undergraduate nursing students and self-reflective accounts of first clinical rotation in pediatric oncology’, Nurse Education in Practice. Churchill Livingstone, 25, pp. 22–28. doi: 10.1016/J.NEPR.2017.04.006.
Mirlashari, J., Warnock, F. and Jahanbani, J. (2017b) ‘The experiences of undergraduate nursing students and self-reflective accounts of first clinical rotation in pediatric oncology’, Nurse Education in Practice. Elsevier Ltd, 25, pp. 22–28. doi: 10.1016/j.nepr.2017.04.006.
Mitchell, K. M., Roberts, T. and Blanchard, L. (2021) ‘Reflective writing pedagogies in action: A qualitative systematic review’, International Journal of Nursing Education Scholarship, 18(1), pp. 1–15. doi: 10.1515/ijnes-2021-0057.
Mlinar Reljić, N., Pajnkihar, M. and Fekonja, Z. (2019) ‘Self-reflection during first clinical practice: The experiences of nursing students’, Nurse Education Today. Churchill Livingstone, 72, pp. 61–66. doi: 10.1016/j.nedt.2018.10.019.
Morris, T. H. (2020) ‘Experiential learning–a systematic review and revision of Kolb’s model’, Interactive Learning Environments. Taylor & Francis, 28(8), pp. 1064–1077. doi: 10.1080/10494820.2019.1570279.
Naber, J. and Markley, L. (2017) ‘A guide to nursing students’ written reflections for students and educators’, Nurse education in practice. Nurse Educ Pract, 25, pp. 1–4. doi: 10.1016/J.NEPR.2017.04.004.
Papathanasiou, I. V. et al. (2014) ‘Critical thinking: The development of an essential Skill for nursing students’, Acta Informatica Medica, 22(4), pp. 283–286. doi: 10.5455/aim.2014.22.283-286.
Price, P. C. et al. (no date) Overview of Single-Subject Research, Pressbook on Research Methods in Psychology. Available at: https://opentext.wsu.edu/carriecuttler/chapter/overview-of-single-subject-research/ (Accessed: 5 April 2022).
Price, P. C., Jhangiani, R. S. and Chiang, I.-C. A. (2015) ‘Single-Subject Research Designs’.
Siegle, D. (2015) Single Subject Research. Available at: https://researchbasics.education.uconn.edu/single-subject-research/# (Accessed: 5 April 2022).
Smith, T. (2021) ‘Guided reflective writing as a teaching strategy to develop nursing student clinical judgment’, Nursing Forum, pp. 241–248. doi: 10.1111/nuf.12528.
The University of Edinburgh (2019) Gibbs’ reflective cycle. Available at: https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle (Accessed: 3 June 2020).
Thompson, R. et al. (2018) ‘Does a Written Tool to Guide Structured Debriefing Improve Discourse? Implications for Interprofessional Team Simulation’, Journal of Surgical Education. Elsevier, 75(6), pp. e240–e245. doi: 10.1016/J.JSURG.2018.07.001.
Wambaugh, J. and Schlosser, R. (2014) ‘Single-Subject Experimental Design: An Overview’, the Clinical Research Education Library. American Speech Language Hearing Association, 2(1), p. 1. doi: 10.1044/cred-cred-ssd-r101-002.
Wang, S. (2017) ‘An Exploration into Research on Critical Thinking and Its Cultivation: An Overview’, Theory and Practice in Language Studies, 7(12), p. 1266. doi: 10.17507/tpls.0712.14.
Watling, C. J. and Ginsburg, S. (2019) ‘Assessment, feedback and the alchemy of learning’, Medical Education. John Wiley & Sons, Ltd, 53(1), pp. 76–85. doi: 10.1111/MEDU.13645.
White, P. R. R. (2015) ‘Appraisal Theory’, The International Encyclopedia of Language and Social Interaction, 1, pp. 358–379. doi: 10.4018/978-1-4666-8363-1.ch018.
Wong, J. Y. H. et al. (2021) ‘Rubric-based debriefing to enhance nursing students’ critical thinking via simulation’, BMJ Simulation & Technology Enhanced Learning. BMJ Publishing Group, 7(1), p. 11. doi: 10.1136/BMJSTEL-2019-000523.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal is indexed by:
 Â
Copyright of Indonesian Nursing Journal of Education and Clinic (INJEC) (e-ISSN:2527-8819, p-ISSN:2527-8800).