Abstract
Across the nation, nurse educators are seeking to meet the needs of students with diverse learning characteristics within increasingly complex academic and clinical environments. One teaching-learning strategy that has been used is reflection; however, there is a notable lack of consensus among educators and researchers about the specific nature of reflection. The purpose of this study was to describe reflection from the perspective of baccalaureate nursing students. A review of the literature provided the context for the study, and was organized into four sections: Historical Perspectives, Models and Definitions of Reflection; Reflection in Nursing Practice; Reflection in Nursing Education; and Reflection in Other Disciplines. Using a qualitative descriptive design within a naturalistic paradigm, undergraduate nursing students currently at the junior or senior level in three generic baccalaureate programs were individually interviewed to answer to the question: "What is the nature of reflection for undergraduate nursing students?"
Sigma Membership
Upsilon Zeta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Nurse Educators, Course Design, Self-reflection
Advisor
Anne Krouse
Degree
PhD
Degree Grantor
Widener University
Degree Year
2010
Recommended Citation
Greenawald, Deborah A., "Understanding reflection from the perspective of baccalaureate nursing students" (2019). Dissertations. 1586.
https://www.sigmarepository.org/dissertations/1586
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2019-09-18
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3436845; ProQuest document ID: 821979351. The author still retains copyright.