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Reflective thinking in clinical nursing education: a concept analysis.

M Chabeli1, M Muller

  • 1Department of Nursing, Rand Afrikaans University.

Curationis
|February 17, 2005
PubMed
Summary

Reflective thinking in nursing education is a cyclic mental process that enhances practice. This concept analysis clarifies its meaning, identifying antecedents, processes, and outcomes to improve clinical nursing education.

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Area of Science:

  • Nursing Education
  • Clinical Practice
  • Cognitive Science

Background:

  • Nursing knowledge development requires clear conceptual foundations.
  • Reflective thinking is widely used but lacks a defined meaning in nursing education.
  • Ambiguity in reflective thinking hinders its effective application.

Purpose of the Study:

  • To analyze the concept of reflective thinking in clinical nursing education.
  • To establish a clear conceptual meaning for reflective thinking.
  • To lay the groundwork for a model to facilitate reflective thinking.

Main Methods:

  • Concept analysis using established frameworks (Wilson, Gift).
  • Extensive literature review across nursing and related disciplines.
  • Deductive reasoning to identify core attributes and categories.

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Main Results:

  • Identified three key categories: Antecedents (cognitive/affective skills), Process (three phases), and Outcome (new insight/changed perspective).
  • Defined reflective thinking as a cyclic, interactive mental process for practice improvement.
  • Highlighted variations and similarities in its interpretation across clinical nursing contexts.

Conclusions:

  • Reflective thinking is essential for improving clinical nursing practice.
  • A clear conceptual understanding is crucial for effective implementation.
  • Further development of a model based on this analysis is recommended.