An action research study into the development of nurses as reflective practitioners

Area of Science:

• Nursing Education
• Action Research
• Professional Development

Background:

• Nurses require reflective practice skills for effective patient care.
• Traditional nursing education models may not adequately foster critical reflection.
• Preparing nurses as reflective practitioners is crucial for evolving healthcare demands.

Purpose of the Study:

• To explore how registered nurses can be prepared as reflective practitioners.
• To investigate the role of action research in developing reflective nursing practice.
• To enhance students' perspectives on professional nursing.

Main Methods:

• Action research approach involving registered nurses in their first year of degree studies.
• Data collection through observation, interviews, student written materials, and teacher reflection.
• Collaborative partnership between teachers and students in the learning process.

Main Results:

• Teachers and students acting as partners promotes reflective learning.
• Teacher reflection on teaching and student progress enables targeted guidance.
• Students gradually developed diverse perspectives on professional nursing practice.

Conclusions:

• Reflective learning can be effectively promoted through a collaborative teacher-student partnership.
• Reconceptualizing nursing practice allows students to challenge assumptions and reconstruct their understanding.
• This approach prepares nurses to be more critical and adaptive practitioners.