ArticleNursing reports (Pavia, Italy)2022
Perspectives of Nursing Students on Promoting Reflection in the Clinical Setting: A Qualitative Study.
Article in Nursing reports (Pavia, Italy), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Moral character development in nursing students: a qualitative content analysis in Iran.BMC medical ethics · 2026Article
- Structured reflective sessions enhance knowledge and clinical skills in operating room technology students: a Solomon four-group study.BMC medical education · 2025Article
- Enhancing emotional intelligence and mental well-being for stress management in nursing education - a qualitative study.BMC nursing · 2025Article
- Knowledge, Practices and Barriers of Reflective Practice Among Undergraduate Nursing and Midwifery Students in Malawi.Advances in medical education and practice · 2025Article
- Experiences of Nursing Students Regarding Challenges and Support for Resilience during Clinical Education: A Qualitative Study.Nursing reports (Pavia, Italy) · 2024Article
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Authors and funding
7 authors.
Funding
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Abstract
backgroundReflection increases meta-cognitive capacities, promotes student-instructor relationships, overcomes the theory-practice gap, and enriches learning. This study aims at exploring nursing students' perspectives on the facilitators of reflective practices in the clinical setting.
methodsSemi-structured interviews were conducted among 21 Saudi nursing students at one major university in Saudi Arabia.
resultsTwo major themes were prevalent upon thematic analysis, namely, "Personal Drivers of Reflection" which consisted of "Motivation to Learn", "Desire to develop", "Ethical Regard", and "Responsibility towards patients" and "External Drivers of Reflection" which consisted of "Patient characteristics", "Case complexity", and "Competent Instructors".
conclusionAs per the results of the study, nursing students perceived that they underwent reflection as a response to personal motivational and external educational aspects. According to the findings, instructors should assist students through clinical reflection, with a special focus on their interactions and motivation.
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