Guided reflection: A valuable tool for improving undergraduate student nurses’ levels of reflection
Date
2015-10
Journal Title
Journal ISSN
Volume Title
Publisher
AFAHPER-SD
Abstract
In 2011, the undergraduate nursing programme at the Durban University of Technology introduced reflective journal writing. Students submitted journals of poor quality which lacked reflection, thus motivating the need to improve the levels of reflection by introducing a structured guide developed from Gibb’s reflective cycle. Using a purposive sampling approach, forty students volunteered their reflective journals to be used for the study. During their clinical placements, each participating student wrote and submitted two reflective journals. Analysis of the journals revealed lower levels of reflection in the first reflective journal compared to improved levels in the second journal. The students initially struggled with the last three phases of Gibb’s framework, but improved following feedback and guidance. Levels of reflection and development of reflective practice could be enhanced if all educators participate actively in guiding and supporting students during the writing of their reflective journals.
Description
Keywords
Gibb's reflective cycle framework, Reflective journals, Undergraduate nursing students, Clinical learning, Guided reflection
Citation
Mahlanze, H.T.; Sibiya, M.N. and Govender, S. 2015. Guided reflection: A valuable tool for improving undergraduate student nurses’ levels of reflection. African Journal for Physical Health Education, Recreation and Dance. (Suppl. 1:2): 396-408.