Co-reflection – a method for supervision in nursing students’ clinical practice
DOI:
https://doi.org/10.15845/ntvp.v9i1.4011Keywords:
qualitative method, caring science theory, stories from practice, reflection and supervisionAbstract
In this study, we explore nursing students' experiences with co-reflection on practice narratives based on a defined framework, to gain a deeper understanding of the students’ learning and formation process in clinical practice. The study has a qualitative design. Second- and third-year undergraduate students participated in the study. The data material, consisting of written reflection notes, was analyzed using thematic analysis.
The analysis revealed three themes: the significance of co-reflection for understanding nursing; the significance of co-reflection for the practice of nursing; and the significance of co-reflection for student`s formation process toward becoming nurses.
Co-reflection related to stories from practice promotes new understanding and knowledge. This understanding and knowledge may contribute to competence and quality improvement in the performance of nursing. Education should facilitate supervision and reflection while caring for the students, stimulating their learning and formation process towards becoming nurses.
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Copyright (c) 2024 Grethe Heidi Bjerga, Kirsten Lode, Janet Bakken, Turid Anita Jaastad, Tone Brandeggen
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