How nurse educators promote reflective thinking in a college of nursing in KwaZulu-Natal.

I would like to thank the Department of Health and the Directors of the four Colleges of Nursing for giving me permission to conduct this study. There is much literature and a number of research studies that have been conducted on reflective practice, models and frameworks of reflection, and teaching strategies that successfully promote reflective thinking. This study aimed to explore how nurse educators of KwaZulu-Natal Colleges of Nursing promoted reflective thinking in their teaching.

What emerged in this study is the need for nursing educators to familiarize themselves with determining appropriate teaching strategies that will develop reflective thinking skills among students.

Factors that facilitate the promotion of Reflective thinking 83 4.2.2.7 Factors that hinder the promotion of Reflective thinking 84

DISCUSSIONS OF FINDINGS 5.1 Introduction

Discussions of Findings

Factors that Hinder the Promotion of Reflective Practice 5.2.5 Conditions that encourage Promoting Reflective Thinking

ANNEXURES

LIST OF TABLES

INTRODUCTION

BACKGROUND TO THE STUDY
RATIONALE FOR THE STUDY
PROBLEM STATEMENT
PURPOSE OF THE STUDY
RESEARCH OBJECTIVES
RESEARCH QUESTION
CONCEPTUAL FRAMEWORK

PURPOSE OF EDUCATION
TEACHING / LEARNING PROCESS
TEACHING / LEARNING STRATEGIES
THE NATURE OF THE CURRICULUM
THE NATURE OF THE TEACHER
THE NATURE OF THE LEARNER

OVERVIEW OF THE METHODOLOGY
DISSEMINATION OF FINDINGS
OPERATIONAL DEFINITIONS Promoting
CONCLUSION

Reflective practice is a patient-centered approach to learning and practice development that recognizes the messiness and confusion of the practice environment. The idea of reflective practice has been used extensively to further the process of professional development (Schon, 1983) and to articulate the relationship between theory and practice. The aim of the study was to investigate and describe how reflective thinking is promoted by nurse educators at a university in KwaZulu-Natal.

The promotion of reflective thinking and the implementation of reflective practice has been widely studied by researchers around the world. The importance of this study lies in the fact that the findings may allow practitioners to become aware of the importance of critical reflection and develop strategies to incorporate both. in classroom and clinical settings.

LITERATURE STUDY

INTRODUCTION
MODELS OF REFLECTION

DEWEY'S MODEL OF EXPERIENTIAL LEARNING
KOLB'S MODEL OF EXPERIENTIAL LEARNING
SCHON'S MODEL OF EXPERIENTIAL LEARNING
THE MODEL (DRISCOLL 1994,2000) This model contains three elements of reflection
GIBB'S REFLECTIVE CYCLE

THEORETICAL BASIS OF REFLECTIVE THINKING
CONCEPTUALISATION OF REFLECTION
EMPIRICAL STUDIES RELATED TO THE PROMOTION OF REFLECTIVE TEACHING
DEVELOPING SKILLS IN REFLECTIVE THINKING
COMMENTS ON REFLECTION AND REFLECTIVE THINKING
CONCLUSION

Dewey worked as an educator and developed his concept of reflective practice and reflection through experimental theories. John (1997) argued that there are many reasons why it may be difficult to apply a model of reflective thinking to reflective practice. This qualitative research project focused on change in understanding and use of reflection and reflective practice in Nursing for newly graduated TSP nurses when professional journaling was encouraged.

The results of this study provided a focus for the debate among nurse educators involved in the implementation of reflective practice in the curriculum. An essential characteristic of 'reflective practice' is the need for the practitioner to be aware of her own processes in the development and construction of this interpretation. The idea of reflective practice has been widely used to promote the process of professional development (Schon, 1983) and the articulation of the relationship between theory and practice, both crucial aspects in the training and preparation of nurses.

RESEARCH METHODOLOGY

INTRODUCTION
RESEARCH APPROACH
RESEARCH DESIGN
POPULATION
VALIDITY AND RELIABILITY
ETIDCAL CONSIDERATION

Bums and Grove (1997) argue that the purpose of research design is to achieve greater control over variables, thus improving the validity of the study in examining the research problem. The goal is to find out the nature of the phenomenon, what is happening and which factors are related to the phenomenon. We used the research design of Polit and Hungler (1995) to investigate facts related to the phenomenon under study and to gain a richer understanding of the phenomenon.

A population is “the total possible membership of the group being studied” (Wilson, 1989, p.124), while a sample is a subset of the population selected to participate in the study (Polit and Hungler, 1995 ). This study used non-probability sampling due to the nature of the study and the limited number of nurse educators in the selected nursing educational institutions. The rationale for using purposive sampling was to look for subjects with certain characteristics to increase theoretical understanding of the facets of the phenomenon under investigation (Burns and Grove, 1997).

All nurse educators involved in teaching the Four-Year Integrated Programmes, Post Basic Programs and the Bridging Program were included in the study. The researcher, with the assistance of the director, had access to participants after staff meetings. During this meeting, the purpose of the study and its benefits for the participants were explained.

Questionnaires were personally collected by the researcher from the principals of nursing colleges for screening purposes. The researcher counted the questionnaires and asked the principals of Nursing colleges to collect and forward the completed questionnaires.

DATAANALYSIS

INTRODUCTION
RESULTS I DEMOGRAPHIC DATA

TEACHING EXPERIENCE
RESEARCH QUESTIONS

Group projects, role-playing group discussions and the use of ethical dilemmas appeared significantly as teaching strategies used by nurse educators to promote reflective thinking. However, from the analysis of the answers to this question, it is clear that nurse educators do use some form of teaching strategy that promotes reflective thinking. The one strategy that has a negative impact on reflective thinking is that of the respondents who indicated that they encourage learners to memorize facts from the textbooks.

To answer this question, ANOVA was used to test the hypothesis that the mean score for teaching reflective thinking was associated with certain demographic factors. Null hypothesis: Time spent working and experience as a nurse educator do not influence reflective thinking teaching practice. The mean score for teaching reflective thinking showed a difference between categories of time spent working as a nurse educator.

Null hypothesis: The program in which they teach does not influence the reflective thinking teaching practices of nurse educators. The mean score for reflective thinking instruction showed a difference between the programs on which the nurse educators taught. Therefore, none of the factors related to the use of reflective thinking teaching strategies in this study were statistically significant.

Nurse educators were asked to provide their views about what can be done to help nurse educators to promote reflective thinking in their teaching practice. Study guides should be made available so that students and nurse educators can spend more time in reflective thinking.

Table 1: Length of time respondents had been working as a nurse educator

CHAPTERS

DISCUSSIONS OF FINDINGS, RECOMMENDATIONS AND CONCLUSION

INTRODUCTION
DISCUSSIONS OF THE FINDINGS

STRATEGIES USED TO PROMOTE REFLECTIVE THINKING
CHARACTERISTICS OF THE STRATEGIES USED TO PROMOTE REFLECTIVE PRACTICE
FACTORS THAT FACILITATE THE PROMOTION OF REFLECTIVE PRACTICE
FACTORS THAT IDNDER THE PROMOTION OF REFLECTIVE PRACTICE
CONDITIONS THAT ENCOURAGE THE PROMOTION OF REFLECTIVE TIllNKING IN NURSING EDUCATION

RECOMMENDATION

TEACHING PRACTICE
CURRICULUM DEVELOPMENT
STAFF DEVELOPMENT AREAS
RESEARCH

CONCLUSION

In this study, the majority of nurse educators indicated that they used some teaching strategies that facilitated the promotion of reflective teaching. What emerged from the analysis of teaching strategies was that a significant percentage of nurse educators used strategies that encouraged reflection, namely encouraging students to step back; The responses show that nurse educators use teaching strategies that encourage reflective thinking, namely;.

Participants also indicated that large numbers of learners and increased workload impede the promotion of reflective thinking in the classroom. Reflective thinking is an important skill that nurse educators must possess in order to develop critical thinkers and problem solvers. Nurse educators must promote reflective thinking in the classroom and in the clinical learning environment so that they can engage in reflective practices.

One such challenge would be the use of educational strategies that would promote nurses' reflective thinking skills. Nurse educators must be adequately prepared and have the knowledge to facilitate reflective thinking. What emerged from this and previous studies is the need for nurse educators to take note of the importance of determining appropriate teaching strategies that could help develop reflective thinking skills among students.

In this study, the researcher attempted to address the promotion and facilitation of reflective thinking in nursing education institution. Indeed, the majority of the nurse educators in the nursing colleges used in the study used teaching strategies that promoted reflective thinking and reflective practice.

34; Promoting reflection in learning: A strategy for developing reflective practice" Teachers and Teaching: Theory and Practice 3, pp.169-188. Facing the Dilemmas of Racial, Cultural, and Linguistic Diversity" American Educational Research Journal 32(3 ), pp. 34; Reflection, the art and science of nursing and the theory-practice gap". 34; Private thoughts in public spheres: issues in reflection and reflective practices in nursing" Journal of Advanced Nursing 36, pp.512-519.

1997)."Learning how to be an engineer" Stockholm Pre-Conference Workshop Teaching Science to Tertiary Students 11. 34;Achieving Complexity in the Formation of Reflective Practitioners" Canadian Journal of Studies in Adult Education 9( 23), pp.55-70 34;Reflective Journal: A window into the practical knowledge of pre-service teachers" Teaching and teacher education 10, pp.229-241.

34;Reflection in groups: Contextual and theoretical considerations within nursing education and practice" Nursing Education Today 17, pp.381-5. 34;Curriculum materials, teacher talk and student learning: case studies fifth grade science education" Journal of Curriculum Studies 19, pp.527- 248. 34; Preparing the reflective practitioner: Transforming the apprentice through the dialectic" Journal of Teacher Education 40 (2), pp.31-35.

34;Narrating practice: reflective accounts and the textual construction of reality" Journal of Advanced Nursing42(3), pp.244-251. Teacher education students' views of class discussions: Implications for promoting critical reflection, Teaching and Teacher Education, 10, pp. . 231-243.

ANNEXURE A

QUESTIONNAIRE

What do you consider teaching (Tick a box - You can tick more than one item). I give students the opportunity to assess their performance and come up with ways to improve their learning. At the end of the term, I give students complete questionnaires about their learning and my teaching 42.

Provide less structured learning environment that encourages students to explore what they think is important. Quick reviews of the learning situations, what is known, what is not yet known and what has been learned. How do you assess that learning has taken place (You can mark more than one).

In your institution, what prevents teachers from promoting reflective thinking in their teaching (You can tick more than one). Students who are used to being spoon fed than playing and an active role in their learning. In your opinion, what could be done in your institutions to help nurse educators in.

ANNEXUREB

ANALYSIS OF QUESTION 108 (QUESTIONNAIRE)

56 (79.7%) encouraged students to step back, think about how to solve problems and what they would do differently.

ANNEXUREC

INFORMED CONSENT FORM

INFORMED CONSENT FOR PARTICIPATION IN RESEARCH PROJECT CARRIED OUT IN PARTIAL COMPLETION OF A MASTER'S DEGREE COURSE IN NURSING EDUCATION. The aim of the study is to investigate how nurse educators promote reflective thinking in nursing education at a nursing college in South Africa. You are asked to participate in this study by completing the attached questionnaire.

Please note that participation is voluntary, you are not forced to participate in this research and you can stop participating at any time. If you feel discomfort during the process of filling out the questionnaire, you can stop it. If you have any questions about this study or would like to be notified of the results once the study is complete, please contact Ms M.

If you have any questions or concerns about the way the study is being conducted, you can contact or Dr. Mtshali (Research Manager) on. If you agree to voluntarily participate in this research project as described, please indicate your agreement by completing and returning the attached questionnaire.

ANNEXURED

ETHICAL CLEARANCE

ANNEXUREE

LETTERS GRANTING PERMISSION TO

CONDUCT STUDY