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The Reflection, Feedback, and Restructuring Model for Role Development in Nursing Education.

Monika S Schuler1

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Bridging classroom knowledge with clinical experience is key for nursing students. A new model guides nurse educators in facilitating this crucial transition and role development.

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role developmenttheory-to-practice gaptransitions

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Area of Science:

  • Nursing Education
  • Clinical Practice Transition
  • Role Development Models

Background:

  • Transitioning to nursing practice requires integrating theoretical knowledge with practical experience.
  • Difficulties in this integration can hinder professional role development and lead to challenging practice transitions.
  • Effective strategies are needed to support nursing students during this critical phase.

Purpose of the Study:

  • To develop a conceptual model that describes the process of learning and role development for nursing students.
  • To provide a framework for nurse educators to facilitate the transition from academic learning to clinical practice.
  • To address the challenges students face in assimilating and reconceptualizing knowledge in the practice setting.

Main Methods:

  • A constructivist approach was employed for model development.
  • Methods included literature review, theme reanalysis, schematic development, and peer educator feedback.
  • Personal observations of students in clinical and simulation settings were incorporated.

Main Results:

  • A new conceptual model, the Reflection, Feedback, and Restructuring model, was developed.
  • The model illustrates an inductive, iterative learning and role development process.
  • Feedback significantly influences the restructuring and learning process.

Conclusions:

  • The Reflection, Feedback, and Restructuring model can guide nurse educators.
  • It offers a tool to enhance nursing students' role development and transition to practice.
  • Facilitating knowledge assimilation and reconceptualization is vital for successful nursing practice integration.