ArticleBMC nursing2026
Exploring the reflective practice training needs of Master of Nursing Specialist students: a qualitative study.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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9 authors.
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Abstract
backgroundIt is well established in the nursing field that reflective practice training constitutes a key component of nursing education, and reflective practice can exert positive impacts on nursing students across multiple dimensions. However, existing studies still exhibit significant gaps regarding the differentiated training needs of master’s nursing students, the long-term effectiveness of training programs, the underlying influencing mechanisms, and relevant qualitative research, which fail to fully align with the training characteristics and practical needs of master’s nursing students.
aimThis study explores the need for reflective practice training among Master of Nursing Specialist degree candidates, aiming to provide a basis for developing training programs.
methodsA total of 16 full-time enrolled Master of Nursing Specialist students undergoing rotation in a Grade A tertiary hospital in Henan Province were selected through purposive sampling for face-to-face semi-structured in-depth interviews. Data analysis was performed using content analysis, following the thematic analysis framework developed by Braun and Clarke (2006).
resultsThrough analysis, five key themes were identified: scientifically designing training plans, rationally formulating training content, emphasizing faculty selection, diversified training and assessment methods, and institutionalizing training management alongside support system development.
conclusionMaster of Nursing Specialist students exhibit a strong demand for reflective practice training. It is recommended that regions tailor their approaches based on local conditions, optimizing reflective practice training programs for nursing master’s students in aspects such as training objectives, curriculum design, teaching methods, institutional support, and faculty development. These efforts will enhance their professional competence and cultivate high-quality nursing talents.
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