Development of Reflective Practice for Newly Hired Nurses: A Pre-Intervention/Post-Intervention Study

Area of Science:

• Nursing Education
• Professional Development
• Healthcare Systems

Background:

• Reflective practice is crucial for nursing professional development.
• Implementation is inconsistent, especially in diverse, non-Western healthcare settings.
• This study addresses the need for effective reflective practice strategies in international nursing contexts.

Purpose of the Study:

• To evaluate the immediate impact of a structured educational intervention on reflective practice.
• To assess changes in familiarity, understanding, and intent to practice reflection among newly hired nurses.
• To identify barriers to the consistent application of reflective practice.

Main Methods:

• A single educational session based on Gibbs' Reflective Cycle was delivered to 16 newly hired nurses.
• Pre- and post-intervention surveys measured nurses' knowledge and attitudes towards reflective practice.
• Optional written reflections were collected to assess practical application.

Main Results:

• The intervention significantly increased nurses' familiarity (2.21 to 3.64) and clarity (2.30 to 4.10) regarding reflective practice (p < .001).
• Post-intervention, 71.4% of nurses reported high confidence in reflective practice.
• Only 28.6% submitted written reflections, primarily due to time constraints.

Conclusions:

• Structured education effectively enhances understanding and confidence in reflective practice.
• Sustained reflective practice requires institutional support, including protected time and mentorship.
• Addressing time constraints is vital for improving the consistent application of reflective practice in nursing.