Content Analysis of the Student Nurse's Critical-reflective Clinical Practice Experience

Jo, Kae-Hwa

The Journal of Korean Academic Society of Nursing Education 2003;9(2):310-319.
Published online June 30, 2003.

Jo, Kae-Hwa;

Department of Nursing, School of Medicine, Catholic University of Daegu

간호학생의 비판적, 반영적 임상실습 경험 내용분석 - 임상실습 지식 습득 과정 -

조계화

대구가톨릭의대 간호학과

Abstract

The purpose of this study was to determine what effect reflection on clinical practice experience had students as learners and care providers. Qualitative research method was used to study a group of four-year undergraduate nursing course. Content analysis was done using the classification method of Carper's four patterns of knowing. Results of the study indicated that the use of the reflective process of clinical debriefing and journaling was impact on the aspect of nursing science, moral component of knowledge in nursing, personal knowing in nursing and the art of nursing. Especially, students moved from a passive to a more active mode of learning. The most significant finding was that over time, reflective processes resulted in the emergence of the client as the central focus of care. It was suggested that reflection was an important learning tool in professional education and that the skills required for reflection need to be developed in professional courses.

Key Words: Critical-reflective clinical practice experience