Factors Predicting Nursing Students' Reflective Thinking Skills
Keywords:
Reflective thinking skills, Learning style, DebriefingAbstract
The aims of this research study were to determine reflective thinking skills (RTSs) and to explore factors predicting RTSs among nursing students. Participants of this study were 205 sophomore, junior, and senior nursing students who were studying at Boromarajonani College of Nursing, Trang and received reflective thinking learning styles. The instrument of this study consisted of three parts: 1) demographics, 2) the VARK questionnaire - Thai version, and 3) the RTSs questionnaire. Demographics and VARK learning styles were analyzed by using frequency and percentage. Whereas, RTSs scores were analyzed by mean and standard deviation. T-test, ANOVA, and Pearson's correlation were used to test the factors' correlation and Multiple Regression Analysis was used to analyze for predictive factors. The findings were:1) Most participants had reflective learning experiences throughout using dialogue. 2) Most participants reported themselves as having Kinesthetic learner preference. 3) The RTSs mean score among these participants was 45.55 (S.D. = 6.09). 4) Student's class year was negatively related to dialogue, but it was positively related to journaling. Moreover, debriefing was significantly associated with the RTSs, and 5) A debriefing was the only predictor which explained 2.6% of the variance in reflective thinking skills. The predictive equations in unstandardized and standardized scores were RTSs = 44.701 + 1.869 (Debrief) and ZRTSs = .803 (ZDebrief). According to the results of this study, nursing instructors should attempt to integrate debriefing in all nursing courses continually and comprehensivelyin order to enhance students' RTSs.
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