REFLECTIVE PRACTICE: ITS KNOWLEDGE, PRACTICE AND PERCEPTION DURING COVID-19 AMONG PAEDIATRIC NURSING STUDENTS

Authors

  • Ruth Nimota Nukpezah
  • Alhassan Tia Fuseini
  • Fusseini Bawa
  • Alhassan Ayisha Napari
  • Gifty Wuffele
  • Obed Duah Kwaku Asumadu
  • Wisdom Peprah
  • Richard Opoku Asare

DOI:

https://doi.org/10.47672/ajhmn.771

Keywords:

Reflective Practice, Knowledge, Perception, Paediatric Nursing Students

Abstract

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.

Downloads

Download data is not yet available.

Author Biographies

Ruth Nimota Nukpezah

School of Nursing and Midwifery, Department of Preventive Health Nursing

University for Development Studies, Tamale, Ghana

 

 

Alhassan Tia Fuseini

Tamale Teaching Hospital, Ghana, Department of Nursing

 

Fusseini Bawa

 

East Mamprusi Municipal Health Directorate, Department of Nursing

 

Alhassan Ayisha Napari

Tamale Central Hospital, Department of Nursing

 

Gifty Wuffele

School of Nursing and Midwifery, Department of Midwifery and Women's Health

University for Development Studies, Tamale, Ghana

 

Obed Duah Kwaku Asumadu

 

School of Nursing and Midwifery, Department of Nursing

University for Development Studies, Tamale, Ghana

 

Wisdom Peprah

 

School of Allied Health Sciences, Department of Nutritional Sciences

University for Development Studies, Tamale, Ghana

 

Richard Opoku Asare

College of Nursing, Ntotroso, Department of Nursing

References

Achi, M. M., Neji, O. I., Lydia O, O., Felicia, L., Victoria K, U., Mary, O.-A., & Catherine, C. (2016). Knowledge and Application of Reflective Practice: A Tool for Meaningful Nursing Practice Among Nurses in University of Calabar Teaching Hospital Cross River State Nigeria. International Journal of Nursing, 2(2), 26-38. www.eajournals.org

Adams, G. (2018). The use of reflection in practice: The experiences of 3rd year Baccalaureus Technologiae (BTech) nursing students at a nursing education institution in the Western Cape Province. Stellenbosch: Stellenbosch University.

Agyeman-Yeboah, J., Korsah, K. A., & Okrah, J. (2017). Factors that influence the clinical utilization of the nursing process at a hospital in Accra, Ghana. BMC Nursing, 16(1), 1-7.

Anderson, B. (2019). Reflecting on the communication process in health care. Part 1: clinical practice"”breaking bad news. British Journal of Nursing, 28(13), 858-863.

Boso, C. M., van der Merwe, A. S., & Gross, J. (2020). Critical thinking skills of nursing students: Observations of classroom instructional activities. Nursing Open, 7(2), 581-588.

Bruni-Bossio, V. & Delbaere, M. (2021). Not everything important is taught in the classroom: Using cocurricular professional development workshops to enhance student careers. Journal of Management Education, 45(2), 265-292.

Cecilia, K. Y. C. & Katherine, K. W. L. (2020). Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review, 100376.

d'Aquin, V. (2020). Reflections of a COVID-19 Graduate Nurse Student. The Journal for Nurse Practitioners, 16(8), 641.

Graue, M., Rasmussen, B., Iversen, A. S., & Dunning, T. (2015). Learning transitions-a descriptive study of nurses' experiences during advanced level nursing education. BMC Nursing, 14(1), 1-9.

Gross, J. V., Mohren, J., & Erren, T. C. (2021). COVID-19 and healthcare workers: A rapid systematic review into risks and preventive measures. BMJ Open, 11(1), 1-13. https://doi.org/10.1136/bmjopen-2020-042270

Mahlanze, H. T., & Sibiya, M. N. (2017). Perceptions of student nurses on the writing of reflective journals as a means for personal, professional and clinical learning development. Health SA Gesondheid, 22, 79-86.

Mirlashari, J., Warnock, F., & Jahanbani, J. (2017). The experiences of undergraduate nursing students and self-reflective accounts of first clinical rotation in pediatric oncology. Nurse Education in Practice, 25, 22-28. https://doi.org/10.1016/j.nepr.2017.04.006

Naber, J., & Wyatt, T. H. (2014). The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Education Today, 34(1), 67-72. https://doi.org/10.1016/j.nedt.2013.04.002

Nelumbu, L. N. (2013). An educational programme to facilitate reflective practice for registered nurses in training hospitals in Windhoek.

Reljić, N. M., Pajnkihar, M., & Fekonja, Z. (2019). Self-reflection during first clinical practice: The experiences of nursing students. Nurse Education Today, 72, 61-66.

Ruiz-López, M., Rodriguez-García, M., Villanueva, P. G., Márquez-Cava, M., García-Mateos, M., Ruiz-Ruiz, B., & Herrera-Sánchez, E. (2015). The use of reflective journaling as a learning strategy during the clinical rotations of students from the faculty of health sciences: An action-research study. Nurse Education Today, 35(10), e26-e31. https://doi.org/10.1016/j.nedt.2015.07.029

Tashiro, J., Shimpuku, Y., Naruse, K., & Matsutani, M. (2013). Concept analysis of reflection in nursing professional development. Japan Journal of Nursing Science, 10(2), 170-179.

Ulenaers, D., Grosemans, J., Schrooten, W., & Bergs, J. (2021). Clinical placement experience of nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 99, 104746.

Van Rensburg, G. H., Botma, Y., Heyns, T., & Coetzee, I. M. (2018). Creative strategies to support student learning through reflection. South African Journal of Higher Education, 32(6), 604-618.

Yiridomoh, G. Y., Dayour, F., & Bonye, S. Z. (2020). Evidence-based practice and rural health service delivery: knowledge and barriers to adoption among clinical nurses in Ghana. Rural Society, 29(2), 134-149.

Downloads

Published

2021-08-09

How to Cite

Nukpezah, R., Fuseini, A., Bawa, F., Napari, A., Wuffele, G., Asumadu, O. ., … Asare, R. (2021). REFLECTIVE PRACTICE: ITS KNOWLEDGE, PRACTICE AND PERCEPTION DURING COVID-19 AMONG PAEDIATRIC NURSING STUDENTS . American Journal of Health, Medicine and Nursing Practice, 6(3), 39–52. https://doi.org/10.47672/ajhmn.771

Issue

Section

Articles