Self-assessed reflective practice in nursing students

Uvod: Refleksija je proces zavestnega spremljanja lastnih misli, čustev, temeljnih prepričanj, predpostavk in znanja. Z reflektivno prakso se učimo iz lastnih izkušenj ter povezujemo teorijo in prakso. Namen: Namen magistrskega dela je preučiti razlike v samoocenjenih vidikih reflektivne prakse med študenti različnih letnikov dodiplomskega rednega in izrednega študija. Poleg tega smo preučili vlogo nekaterih demografskih dejavnikov v reflektivni praksi študentov. Metode dela: Uporabili smo neeksperimentalno kvantitativno metodo raziskovanja. Uporabili smo Vprašalnik reflektivne prakse RPQ. Izvedli smo vzdolžno in prečno primerjavo samoocenjenih vidikov reflektivne prakse študentov rednega in izrednega študija. V končni vzorec pri prečni raziskavi smo vključili 468 študentov, ki so v raziskavi sodelovali le enkrat, v vzdolžni vzorec pa 24 študentov, ki so sodelovali vsa tri leta študija. Rezultati: V ocenah refleksije po dejavnosti, refleksije med dejavnostjo in refleksije z drugimi ni bilo statistično značilnih razlik med študenti treh letnikov, niti med rednimi in izrednimi študenti. V prečni primerjavi so se študenti treh letnikov razlikovali v ravni samoocenjevanja, ki so ga študenti 2. letnika ocenili višje kot študenti 1. in 3. letnika. Rezultati vzdolžne raziskave kažejo upad ravni refleksije med dejavnostjo z napredovanjem študija, ocene refleksije z drugimi in samoocenjevanja pa so nekoliko narastle iz 1. v 2. letnik, do zadnjega letnika pa upadle. Študenti, ki so pred študijem obiskovali srednjo zdravstveno šolo, so poročali o višji ravni samoocenjevanja kot njihovi kolegi z drugo predhodno izobrazbo. Vidiki reflektivne prakse so se statistično značilno pozitivno zmerno visoko povezovali z zadovoljstvom pri delu na praksi. Razprava in zaključek: V nasprotju s pričakovanji s trajanjem študija ne prihaja do porasta reflektivne prakse študentov, kar zahteva nadaljnje raziskave, verjetno pa kaže tudi na potrebo po bolj poglobljenem poučevanju študentov o tej temi. Reflektivna praksa ima ugodno vlogo v zadovoljstvu študentov pri delu, saj jim verjetno pomaga pri profesionalnemu razvoju in osmišljanju lastnega dela.Introduction: Reflection is the process of consciously monitoring one\u27s own thoughts, emotions, core beliefs, assumptions, and knowledge. Through reflective practice, we learn from our own experiences and integrate theory and practice. Purpose: The purpose of this master\u27s thesis is to examine differences in self-assessed aspects of reflective practice among students in different years of full-time and part-time study. Additionally, we examined the role of certain demographic factors in students\u27 reflective practice. Methods: We used a non-experimental quantitative research method. We used the Reflective Practice Questionnaire (RPQ). We conducted both longitudinal and cross-sectional comparisons of self-assessed aspects of reflective practice among full-time and part-time students. In the cross-sectional study, the final sample included 468 students who participated in the study only once, while in the longitudinal study, we included 24 students who participated in all three years of study. Results: There were no statistically significant differences among students in the three years in terms of ratings of reflection after an activity, reflection during an activity, and reflection with others, nor were there differences between regular and part-time students. In the cross-sectional comparison, students in the second year rated their self-assessment higher than first-year and third-year students. Results from the longitudinal study showed a decline in the level of reflection during an activity as students progressed in their studies, while ratings of reflection with others and self-assessment increased slightly from the first to the second year but declined by the final year. Students who had attended a nursing school before their studies reported higher levels of self-assessment than their peers with a different educational background. Aspects of reflective practice were statistically significantly and moderately positively correlated with job satisfaction during internships. Discussion and Conclusion: Contrary to expectations, progression through the program does not lead to an increase in reflective practice among students. This calls for further investigations and likely suggests that this topic needs to be taught more intensively. Reflective practice plays a favorable role in students\u27 job satisfaction, probably because it supports their professional development and helps them find meaning in their work