Reflective thinking in clinical nursing education: a concept analysis

Over decades nursing had an interest in clarifying and developing its knowledge base and its conceptual foundation. Reflective thinking has become a popular word in nursing education world wide, but its meaning and effective use remains debatable because of lack of clarity in its meaning (Mackintosh, 1998:553). The researcher engaged in the concept analysis of reflective thinking so as to fully understand its meaning and interpretation, hence the research question to be addressed by this article is: “What is the meaning of reflective thinking in clinical nursing education?”

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Reflective journal writing: How it promotes reflective thinking in clinical nursing education: A students’ perspective

Curationis ◽

10.4102/curationis.v25i3.784 ◽

2002 ◽

Vol 25 (3) ◽

Cited By ~ 20

Author(s):

J. Kok ◽

M.M. Chabeli

Keyword(s):

Nursing Education ◽

South African ◽

Reflective Thinking ◽

Journal Writing ◽

Training System ◽

Reflective Journal ◽

Clinical Nursing ◽

Clinical Nursing Education ◽

And Training ◽

Outcomes Based Education

According to the outcomes-based education and training system of education (OBET) in the country and the South African Nursing Council, education should focus on “creating” reflective learners and practitioners. This article seeks to determine the effectiveness of reflective journal writing in promoting the reflective thinking of learners in clinical nursing education and to validate the guidelines described in a bigger study on how to facilitate reflective thinking using reflective journal writing.

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A model to facilitate reflective thinking in clinical nursing education

Curationis ◽

10.4102/curationis.v27i4.1020 ◽

2004 ◽

Vol 27 (4) ◽

Author(s):

M. Chabeli ◽

M. Muller

Keyword(s):

Nursing Education ◽

Nurse Educators ◽

Reflective Thinking ◽

Focus Group Interview ◽

Theoretical Framework ◽

Clinical Nursing ◽

Theory Generation ◽

Clinical Nursing Education ◽

Conceptual Meaning

A qualitative, contextual, exploratory and descriptive design for theory generation was used to develop a model to facilitate reflective thinking in clinical nursing education (Mouton & Marais, 1990:43; Mouton, 1996: 103- 109; Chinn & Kramer 1991:79-120). A model was developed within the existing frameworks of theory generation. Wilson (1963:23-39) and Gift (1997:75,76) provided a theoretical framework for a concept analysis of reflective thinking in phase one of the study. Further conceptual meaning was attained through a perceptual survey where twelve nurse educators participated in a focus group interview with regard to how reflective thinking can be facilitated in clinical nursing education. Classification of the main concepts and sub-concepts was made through a conceptualisation process within Dickoff, James and Wiedenbach’s (1968:415-435) theoretical framework using the six elements of practice theory.

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Nurse educators’ perceptions on facilitating reflective thinking in clinical nursing education

Health SA Gesondheid ◽

10.4102/hsag.v9i1.156 ◽

2004 ◽

Vol 9 (1) ◽

Cited By ~ 1

Author(s):

Mary Chabeli ◽

Marie Muller

Keyword(s):

Nursing Education ◽

Full Text ◽

Nurse Educators ◽

Reflective Thinking ◽

Clinical Nursing ◽

Clinical Nursing Education

This article seeks to publish the results of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education. Opsomming Hierdie artikel beoog om die resultate van verpleeg-opvoeders met betrekking tot hoe reflektiewe denke van leerders in kliniese verpleegonderwys gefasiliteer kan word, te publiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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Portfolio assessment and evaluation: Implications and guidelines for clinical nursing education

Curationis ◽

10.4102/curationis.v25i3.771 ◽

2002 ◽

Vol 25 (3) ◽

Cited By ~ 3

Author(s):

M.M. Chabeli

Keyword(s):

Nursing Education ◽

Portfolio Assessment ◽

Alternative Methods ◽

Validity And Reliability ◽

Assessment And Evaluation ◽

Clinical Nursing ◽

Methods Of Evaluation ◽

Clinical Nursing Education ◽

Effective Use

With the advent of Outcomes-Based Education in South Africa, the quality of nursing education is debatable, especially with regard to the assessment and evaluation of clinical nursing education, which is complex and renders the validity and reliability of the methods used questionable. This paper seeks to explore and describe the use of portfolio assessment and evaluation, its implications and guidelines for its effective use in nursing education. Firstly, the concepts of assessment, evaluation, portfolio and alternative methods of evaluation are defined. Secondly, a comparison of the characteristics of the old (traditional) methods and the new alternative methods of evaluation is made. Thirdly, through deductive analysis, synthesis and inference, implications and guidelines for the effective use of portfolio assessment and evaluation are described.

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