Reflecting during clinical placement - Discovering factors that influence pre-registration psychiatric nursing students.
As the debate surrounding reflection continues there are recommendations that Irish pre-registration nurses should use reflection as a strategy to facilitate the development of competencies. In one School of Psychiatric Nursing, diploma student psychiatric nurses were already using reflection as an aid to develop their competencies in the course of their clinical placements. The aim of this study was to explore student psychiatric nurses' perceptions of reflection as a learning strategy during clinical placement. Using a constructivist qualitative methodology third year students were interviewed individually in their clinical placements. Data analysis revealed three major categories: understanding the process of reflection, using reflection in clinical practice, and needing support and guidance. The latter category, which is explored in this paper, indicated that a number of factors influenced how students engaged in reflection during clinical placement. Findings also indicated that the mentor, the clinical placement co-ordinator and the lecturer have key roles. It is suggested that as students need more adequate preparation and ongoing support to reflect that a collaborative approach between health service providers and the learning institution, regarding the development of reflective strategies, is vital if reflection is to be an effective learning tool in clinical placements.
O'Donovan
Moira
M
Catherine McAuley School of Nursing and Midwifery, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland.