The ASEAN Journal of Education ASEAN Journal of Education

The effects of reflection thinking on professional attitude, confidence and achievement of the Fundamental of Nursing Practicum students


Thanida Pumtha-it*, Manasaporn Vitoonmetha,


Abstract

Abstract This quasi-experimental, one-group, pretest-posttest research aimed of study to utilize reflection on professional attitude, confident, and the achievement of Fundamental of Nursing practicum among nursing students. The target group of this study (N=83) were second year nursing students of Faculty of Nursing, Suan Dusit University who were practiced in the Fundamental Nursing Practicum subject during the second semester, academic year 2017. The research measurements were: 1) Nursing students’ reflection thinking on fundamental of nursing practicum 2) Nursing students’ Confident assessment form of Fundamental of Nursing Practicum 3) a nursing students’ professional attitude assessment form. Quantitative data was analyzed by using the descriptive statistic and Paired-test, while the content analysis explored the qualitative data. The findings revealed that the level of nursing students’ professional attitude on Fundamental of Nursing practicum before and after were good. (mean= 4.13 , S.D=0.851 , mean= 4.19, S.D=0.683) The comparison before and after score of professional attitude on Fundamental of Nursing practicum were not significantly. After practicing Fundamental of Nursing Practicum, nursing students’ confident were moderated. (mean= 3.49) and were significantly at level .05 (p<.05). After reflection technique on achievement of nursing students in Fundamental of Nursing Practicum were high level (Grade B+) at 50.60 %. Keywords: reflection thinking, professional attitude, confidence, achievement, fundamental of nursing practicum, nursing students

Abstract
This quasi-experimental, one-group, pretest-posttest research aimed of study to utilize reflection on professional attitude, confident, and the achievement of Fundamental of Nursing practicum among nursing students. The target group of this study (N=83) were second year nursing students of Faculty of Nursing, Suan Dusit University who were practiced in the Fundamental Nursing Practicum subject during the second semester, academic year 2017. The research measurements were: 1) Nursing students’ reflection thinking on fundamental of nursing practicum 2) Nursing students’ Confident assessment form of Fundamental of Nursing Practicum 3) a nursing students’ professional attitude assessment form. Quantitative data was analyzed by using the descriptive statistic and Paired-test, while the content analysis explored the qualitative data.
The findings revealed that the level of nursing students’ professional attitude on Fundamental of Nursing practicum before and after were good. (mean= 4.13 , S.D=0.851 , mean= 4.19, S.D=0.683) The comparison before and after score of professional attitude on Fundamental of Nursing practicum were not significantly. After practicing Fundamental of Nursing Practicum, nursing students’ confident were moderated. (mean= 3.49) and were significantly at level .05 (p<.05). After reflection technique on achievement of nursing students in Fundamental of Nursing Practicum were high level (Grade B+) at 50.60 %.
Keywords: reflection thinking, professional attitude, confidence, achievement, fundamental of nursing practicum, nursing students
Introduction
Nursing practicum is crucial to nursing teaching since it aims to develop operational and nursing skills, critical thinking and problem-solving abilities of students. Reflective thinking is a self-
reassessment process that contributes to new knowledge. It is one of the competencies that are long important to the education field (Kincheloe, Mclaren, Steinberg, 2011). Wisanskoonwong, Fahy and Hastie (2011) argue that reflective thinking is a thinking process to learn from operational problems. It then helps to develop, improve and change the operations for better performance. Chong (cited in Kaewprom, 2013) also proposes that reflective thinking contributes to individual learnings in terms of personal experience revision, personal feeling assessment, case impact evaluation, further knowledge acquisition and future operational plans. Additionally, Ketkornkaew (2009) explains that using a reflection technique in teaching can support analytical thinking skill development of learners who may apply theoretical knowledge to practical operations.
A Fundamental of Nursing Practicum is the first course of the Bachelor of Nursing Science program, Faculty of Nursing, Suan Dusit University. The subject has been taught to second-year nursing students who should be able to apply theoretical knowledge derived from the first year. A teaching of Fundamental of Nursing Practicum is not lecture-based while students may encounter real situations, patients or changing clinical problems. In addition, students’ different personal backgrounds could reveal different frustrations, problems, capabilities and assistance of the individuals. For example, a reflection technique with 92 second-year students at the end of nursing practicum of 2015 academic year revealed that students were fearful, worried and unconfident when they treated patients. They explained that, for instance, “[I] never faced the situation like this before.” “Treating real people was different from a laboratory practice.” “[I] shook and shivered when treating patients.” “[I] spent long time to think before giving patient treatments. I felt unconfident in nursing operation in which I was too worried and unable to treat patients effectively.” Students who felt the previous examples may lack enthusiasm and have negative attitudes toward the nursing practicum and profession. Moreover, reflective thinking may reveal student needs such as “[I] needed advices from a supervisor regarding an analysis of incorrect practice. Such advices may help me to think systematically more than this time”.
Results derived from a reflection technique presenting in previous paragraphs are consistent with Pheeranand Wisansakunwong and Sumitta Sawangtuk’s study of learning from students’ reflection on nursing practicum in a labor room: A qualitative research (2015). They found that a reflection technique of nursing practicum helped students to be aware of knowledge development, whole and continuous learning, and alteration of nursing practicum attitudes or becoming a meticulous leader. Additionally, students were trained to think critically, understand themselves and others that could help develop personal operation skills. Reflective thinking of nursing practicum would exchange experience to knowledge. Repetition of reflective thinking would contribute to consciousness in nursing treatment in which students could reduce incorrect treatments or inappropriate actions while being encouraged with bravery and personal responsibility. Students also acknowledged the essential of further learning in order to understand, improve, develop personal nursing performance and have positive attitude towards the profession. When students had positive attitudes, they could appropriately apply knowledge and skills trained in a classroom to real operations, including efficient treatments of patients, families and society. Furthermore, Pattayanant (2008) argued that reflective thinking could lead to students’ educational satisfaction, happiness and self-confidence.
The Faculty of Nursing, Suan Dusit University commits to a particular university policy of quality development and student standards in specific fields. The faculty aims to produce nursing graduates who will fill up the domestic labor market with support and promote learning that leads to systematic thinking and creativity, development of student abilities through a work-based learning process. With this regard, the nursing faculty will produce skillful graduates or expert nurses who are ready to work in the labor market (Suan Dusit University Strategic Plan, 2013). A practicum teaching, a reflection technique in nursing studies and nursing operations are important to challenge students with learning and thinking ‘like a nurse’ while also contributing to meaningful learning operations. When students understand the meanings of their actions, they may retain in the profession. With this regard, reflective thinking becomes an important factor that connects theories with meaningful practices, facilitate a revision of experiential knowledge and increase tacit knowledge. Since reflective thinking has been studied widely, it has been accepted as a method to make sense of the experience, encourage participation, develop good nurses, reduce resignation from the nursing profession and give heartfelt treatment. A goal of reflection thinking is transformative education (Phrapokklao Nursing College, Chantaburi, 2009).
In this respect, researchers apply a reflection technique to the Fundamental of Nursing Practicum with an aim to study its effects towards professional attitude, confidence and learning achievement. Findings can contribute to a production of skilled nursing graduates who are able to work while building up confidence of future practicum courses. Then, students would become a professional nurse in the future.

Key words: reflection thinking, professional attitude, confidence, fundamental of nursing practicum
     
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