Showing 9 results for Reflection
Marzieh Moattari, Heidar Ali Abedi, Abolqassem Amini, Eskandar Fathi Azar,
Volume 1, Issue 4 (12-2001)
Abstract
Introduction. The significance of fostering critical thinking in students has been explicated by the increasing rate of knowledge and information. To assimilate knowledge and to assess the considerable amount of information, students need to develop their thinking skills. Considering reflection as a teaching strategy and one of the most effective ways for fostering thinking, this study was designed to determine the effect of reflection on thinking skills of nursing students at Tabriz faculty of nursing and midwifery.
Methods. 40 senior nursing students participated in this study voluntarily. After receiving the necessary information regarding their participation they took California Critical Thinking Skill Test. Then they were divided into 2 equal case and control groups. Both groups had their routine clinical programs, but the interventional program was offered only to the case group. This interventional program consisted of 3 main parts: A 4 day workshop on reflection and 10 weeks reflection on their clinical experiences, concluding dialog journals and writing up logs. At the end of their clinical program, both groups took the same test as pretest. Data were analyzed by paired T-test and T-test.
Results: Results of the study revealed that reflection has been effective on improving inductive reasoning and total scores of critical thinking skills of students.
Conclusion: Improving general critical thinking skills due to a disciplinary specific strategy was a valuable outcome. Regarding this results, reflection is recommended to be infused in our educational program.
Narguess Keshtiaray, Kourosh Fathi Vajargah, Craig Zimitat, Ahmad Ali Forughi,
Volume 9, Issue 1 (8-2009)
Abstract
Introduction: This study tries to design and validate the experiential curriculum model putting emphasis on phenomenological scientists' viewpoints. Method: This study was conducted in two phases. In the first phase, the model was designed based on a theoretical study emphasizing the perspectives of Van Manen and Ted Aoki. In the second phase, a phenomenological study was conducted. Students of dentistry and master of nursing in Khorasgan Azad University and Isfahan University of Medical Sciences were deep interviewed and the results were analyzed using Van Manen model. Results: The levels of the designed model included Expected Curriculum, Imaginal Curriculum, Concealed Curriculum, Interactive Curriculum (pedagogical action, in loco parentis, covered curriculum), Pedagogical Influences and Self-reflection. Conclusion: One of the basic needs of educational institutions is to increasingly adapt to the parenting criteria, norms and relations which parents themselves seem to have forgotten. This issue poses the need for a profound relation between the essence of teaching and parenting, one that seldom receives attention. The "influence" has to be on the heart and the center of interactions and specific situations as well as on the communications between the instructor and student that are aimed at students' self-reflection.
Armin Attar, Leila Bazrafkan, Amir Naghshzan, Mohsen Khosravi Baharluei, Armin Dehghan, Maryamosadat Tavangar, Elham Ansarifard, Payam Peimani, Sayed Ziaoddin Tabeii,
Volume 11, Issue 1 (4-2011)
Abstract
Introduction:Reflection promotes self-awareness, self-guidance,and the ability to make crucial descsions in medical doctors.This study was done to determine the viewpoint of the students of medicine,dntistry,and pharmacology studying in Shiraz University of Medical Sciences. Methods: In this descriptive cross-sectional study, a logbook was designed for recording and analyzing ideas in order to prevent them from being forgotten and to reflect on and use them in practice. This logbook was distributed among students of medicine, dentistry and pharmacy after they had attended an educational workshop on creativity and brain storming. A questionnaire was prepared in order to assess the students' views. The questionnaire was validated for content validity and was approved by experts. Its reliability coefficient was proved to be 0.76% using Cornbach's alpha coefficient. After 2 months, the questionnaires were given to the students. The data were analyzed through SPSS 14. Results: 36% of the respondents had used the logbooks and 64.2% of them evaluated them as effective or very effective. The students who used the logbook recorded 11 ideas in it within 2 months . 46.7% of the students did not record any ideas in the logbook and the reason was expressed to be lack of motivation and low mood. Conclusion: Based on the results, lack of both motivation and inclination for activity leads to lack of effective ideas which are to be practiced in the society. Due to the fact that only 25% of the students used daily schedule section of the logbook, it seems that the students are not familiar with time management strategies and they usually waste their time the problem is not lack of time. However, in spite of the fact that using logbooks by the students is beneficial, educational workshops on time management and also devising concept and mind maps from the ideas are necessary.
Masoud Bahreini, Shohreh Shahamat, Marzieh Moattari, Sherafat Akaberian, Sharif Sharifi, Mohammadreza Yazdankhah Fard,
Volume 12, Issue 2 (5-2012)
Abstract
Introduction: Use of portfolio is growing as a functional tool in promotion and development of general and specific skills such as reflection and making link from theory to practice. This study aimed to explore nurses' perceptions and experiences of using portfolio.
Methods: This qualitative study was conducted during years of 2009-2010 through qualitative content analysis method in a university hospital in Bushehr. At first, portfolio was introduced to nurses and they used portfolio in their clinical performance for a year. Finally 26 nurses were selected through purposeful sampling. Three focus group discussions were run for data collection. Interviews were recorded and transcribed verbatim. Interviews were continued until data saturation and then themes were extracted.
Results: Subsequent to data analysis of participating nurses’ perceptions and experiences, theme of "ladder of reflective development" was derived from interviews. This theme encompasses steps of reflection development in nurses and four steps of feeling strange, anxiety reduction and acceptance, internalization, and learning and application was introduced.
Conclusion: Steps of reflective thinking skills development indicated an inadequate knowledge level among nurses about portfolios and reflection. However, portfolio left a positive impact on reflective thinking skills of nurses and use of portfolio. Therefore, use of this tool is recommended to be considered in clinical nursing.
Fariba Haghani, Soheila Jafari Mianaei, Maryam Ehsani,
Volume 13, Issue 11 (2-2014)
Abstract
Introduction: One of the most important characteristic of human being is his ability to learn. Structuralists believe that learning is an active process through which learners explores the principles, meanings and facts by themselves. Learner’s participation in learning process is one of the active learning strategies and reflective learning is considered as an active teaching method which is in direct relationship with learner’s attempts to advance professional capabilities and competencies. The aim of this study is to determine and present related topics to the subject of reflection in learning for students and teachers.
Methods: This review study was performed through searching scientific databases such as Wiley, Elsevier, Pubmed, and Google scholar as well as using search engines such as Google to retrieve results. The key words were learning, reflective, reflective learning, reflective teaching, and reflection. A total of 90 Persian and English published evidences such as articles, books and web pages during 2009-2013 were retrieved and finally 26 evidences related to subject were selected.
Results: After the review of selected articles and texts on reflective teaching and learning, issues such as reflection, reflection models, reflection and Kolb learning cycle, reflective learning, advantages of reflective learning and methods for its promotion, and reflective teaching were discussed.
Conclusion: Since reflection is considered as an effective method in learning, it seems necessary to continue employing this method for all learners and teachers in all levels.
Mahbobeh Abdolrahimi, Naghme Razaghi, Shahrzad Ghyasvandyan, Shkoh Varie,
Volume 14, Issue 12 (3-2015)
Abstract
Introduction: Nursing education should develop autonomy, critical thinking, open-mindedness and sensitivity to others. Reflection seems to be an effective strategy for developing such capabilities in nursing. Therefore, this narrative review study was carried out to explore reflection in nursing education.
Methods: Using keywords like reflecting, reflection and nursing reflection, FarsiandEnglish articles published during 2000-2014 in scientific databases including Elsevier, Wiley, PubMedand Magiranwere extracted.
Results:193 articles were extracted and their abstracts were assessed. After being checked for relevance, 120 unrelated articles were excluded and 0 articles related to reflection concept or reflection application in nursing education were chosen. Reflection is a process to reshape experience in order to improve learning and performance. Reflection outcomes are enhanced thinking ability and professional performance. Reflection designing principles consisted of objective determination, construct explanation, learning environment, giving feedback, and reflection evaluation. The most important methods of reflection were diaries, portfolios, multimedia devices, paintings and photos. Approaches for improving reflection in nursing education were implementation of reflection models and emphasis on the role of trainers in developing and applying reflection.
Conclusion:An important component in the evolution of nursing educational system isthe persuasion of learners to think by applying practical strategies. Reflection is an active and fundamental educational method in the nursing field. Therefore, in order to utilize reflection, educational methods of traditional nursing education system need to be revised.
Abbas Moghadami, Leila Jouybari, Hamid Reza Baradaran, Akram Sanagoo,
Volume 16, Issue 0 (4-2016)
Abstract
Introduction: Narrative writing describes a particular clinical event or situation. The aim of this study was to determine the effect of narrative writing on nursing students’ communication skills in teaching hospitals of Golestan University of Medical Sciences.
Methods: This interventional study, with a pretest-posttest design, was conducted in 2015 on 58 student nurse interns of 7th and 8th semesters in Golestan University of Medical Sciences. Subjects were selected using census method and then randomly divided into an intervention and a control group. Both groups completed the self-assessment nursing student-patient communication skills questionnaire before and after the intervention. The questionnaire had already been translated and its validity and reliability had been confirmed. The students in the intervention group were asked to describe their feelings and experiences during eight weeks of internship (at the end of each week) about clinical events as “the worst communication experience with patients and accompaniers, the best communication experience with patients and accompaniers, the most difficult moment, and vice versa”. They were required to write their experiences in the form of narrative based on Gibbs’s model. Paired t-test, Mann–Whitney, Wilcoxon and independent t tests were used for data analysis.
Results: The t-test showed no statistical significant difference between mean scores of therapeutic communication skills in the intervention group (172.9±12.66) and the control group (162.31±21.66) after the intervention (P=0.07). The mean scores of clinical communication skills were not significantly different before and after the intervention (P>0.05).
Conclusion: The results showed that although narrative writing improved the score of therapeutic communication skills, but the difference was not statistically significant. It seems that narrative writing in clinical education of nursing students could improve clinical communication skills; however, more research is necessary to further examine this issue.
Zohreh Vafadar, Akram Parandeh,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Narrative writing- reflection is an effective method in health sciences students’ clinical education. This study aimed to explore nursing students’ experiences of narrative writing- reflection method in clinical education.
Methods: This qualitative study was conducted using conventional content analysis approach in Baqiyatallah nursing faculty. Data were collected through six personal semi-structured interviews as well as two focus groups with students. The participants were selected through purposive sampling and continued to data saturation. All interviews were transcribed word by word and were analyzed using conventional content analysis approach. Text data were managed by MAXQD 10 software.
Results: Students` experiences of narrative writing- reflection method in clinical education identified one theme “perception of self-worthiness in clinical active learning” and four main categories: “self-awareness”, “promotion of self-efficacy and motivation”, “participatory and active learning”, “self-expression and catharsis”.
Conclusion: Promotion of students’ self-worthiness by use of narrative writing- reflection in clinical education can provide appropriate context for their professional development.
Haleh Zokaee, Mina Pakkhesal, Amir Reza Ahmadinia, Leila Jouybari,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Evidence indicates that the customary way of teaching is not enough to improve students' skill and competence after graduation. This study aimed to explain the experiences of Dentistry students in relation to community-based education (education in the field), which was done through written reflection by the students.
Methods: This study was carried out embracing qualitative approach in the academic year. 28 senior dentistry students according to the preplanned program visited the comprehensive centers of rural health in Gorgan, Golestan, Iran. At the end of the semester, students were asked to write their reflection on the outcomes of education in the field. The conventional qualitative content analysis was performed with the aim of extracting the experiences and views of students from the examination and management of oral mucosal lesions in the field.
Results: Data analysis led to the extraction of 72 initial code concepts, the two main categories of "obtaining clinical experiences, gaining non-clinical experiences" and four sub-categories including "improving clinical skills, enhancing emotional / attitudinal skills, improving the skills of individual communication, and understanding the importance of organizational interaction”.
Conclusion: The education in the field, along with traditional teaching methods can significantly increase students' learning ability and thus provide better quality services and promote community oral and dental health.
