Using reflection strategies to link course knowledge to clinical practice: the RN-to-BSN student experience

Reflection is viewed as an essential element of professional practice. However, there is limited research exploring practice changes as a result of reflection within the context of new knowledge. In addition, literature suggests that nursing students may have difficulty linking course knowledge to their practice; reflection may facilitate this process. Colaizzi's phenomenology was used to describe the experience of 10 RN-to-BSN students using reflection strategies to facilitate a change in thinking or practice actions within the context of course knowledge. Seven themes emerged: facing emotional barriers, weighing the choices for reflection, making sense, percolating insights, letting go, blending insights into practice, and looking back and acknowledging growth. Structured reflection facilitated changed perspectives and practice actions. Students were able to transcend emotions to begin reflection. Faculty assumed the role of reflective guide. A consistent reflective structure across courses may facilitate learning and use of reflection.