REFLECTIVE PRACTICE: ITS KNOWLEDGE, PRACTICE AND PERCEPTION DURING COVID-19 AMONG PAEDIATRIC NURSING STUDENTS
DOI:
https://doi.org/10.47672/ajhmn.771Keywords:
Reflective Practice, Knowledge, Perception, Paediatric Nursing StudentsAbstract
Purpose: This study sought to explore the knowledge level, practice and perception of the usefulness of reflective practice among pediatric nursing students in the face of the COVID-19 pandemic.
Methodology: A quantitative descriptive cross-sectional study was used in carrying out the study. The study was conducted among pediatric nursing level 300 and 400 students of the University for Development Studies, Tamale, with an age range between 17 and 38. A structured questionnaire in electronic form (using Google forms) was administered to respondents through their class social media (WhatsApp) platform. Data analyses were done using the Statistical Package for Social Sciences (SPSS) version 21 and Microsoft Excel. The Fisher Exact Test was used to determine how statistically significant independent variables influence the dependent variables.
Results: Findings showed that 88.5% (54/61) of the students knew reflective practice, 98.4% of them practised reflection. All respondents agreed that reflective practise has a positive impact on personal and professional development. No association existed between the age of respondents and knowledge of reflection (Fisher’s exact test=5.18; p=0.159). However, there were significant differences between the sex of respondents and knowledge of reflection (Fisher’s exact test=12.09; p=0.001) and between the class of respondents and their level of knowledge (Fisher’s exact test=10.90; p=0.004).
Conclusion: Reflection is a very useful professional and personal development tool that yields positive care and learning outcomes when effectively practised. Hospitals and educational institutions should develop processes and practices that make refective practice an early and routine part of an everyday classroom and clinical practice.
Recommendation: Reflection should be developed as a course and be inculcated into the first-degree nursing curriculum in universities.
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Copyright (c) 2021 Ruth Nimota Nukpezah, Alhassan Tia Fuseini, Fusseini Bawa, Alhassan Ayisha Napari, Gifty Wuffele, Obed Duah Kwaku Asumadu, Wisdom Peprah, Richard Opoku Asare
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