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Using flash cards to engage Indonesian nursing students in reflection on their practice
Dessie Wanda1, Cathrine Fowler2, Valerie Wilson2
1Faculty of Health, University of Technology, Sydney, Australia; Faculty of Nursing, Universitas Indonesia, Indonesia; Level 7, 235 Jones Street, Ultimo, NSW 2007, Australia.
Nurse Education Today
|January 1, 2016
Summary
Reflective practice, a key nursing education tool, was successfully introduced to Indonesian postgraduate students. This method enhanced self-awareness, expanded practice views, and improved learning, showing value for Eastern countries.
Area of Science:
- Nursing Education
- Healthcare Professional Development
Background:
- Reflective practice is a vital learning tool in developed nations' nursing programs.
- Its implementation in developing countries, including Indonesia, is nascent.
Purpose of the Study:
- To introduce reflective practice to postgraduate nursing students in Indonesia.
- To explore students' experiences and perceptions of reflection in clinical practice.
Main Methods:
- A qualitative descriptive study using flashcards to explore the meaning of reflection.
- A culturally adapted clinical reflective practice model was implemented.
- Thematic analysis of student feedback from 21 participants.
Main Results:
- Students reported positive experiences with reflective practice.
- Reflection expanded their understanding of nursing, provided a safe space for exploration, and offered clarity in challenging situations.
- Increased self-awareness and enhanced learning were key outcomes.
Conclusions:
- Reflective practice is feasible and beneficial in Indonesia.
- The approach holds potential for other Eastern countries with similar cultural contexts.
- Flashcards facilitated students' articulation of their reflective practice experiences.
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