UTILIZATION OF REFLECTIVE PRACTICE BY NURSES WORKING IN THE CRITICAL CARE UNITS AT A LEVEL SIX HOSPITAL IN KENYA
Abstract
This study aimed to investigate the Utilization of Reflective practice among nurses in the critical care units (CCUs) at Kenyatta National Hospital (KNH). The specific objectives of the study were determining the practice of reflection, the perception towards utilization of reflective practice, the relationship between nurse characteristics, and facility associated factors and utilization of reflective practice. A cross sectional quantitative study was conducted with 154 sampled respondents. A structured self-administered questionnaire was used for data collection. Statistical Package for Social Sciences (SPSS) version 25.0 was utilized for data analysis, incorporating Logistic regression and Chi-square tests to evaluate relationships. Formal training in reflective practice was strongly associated with increased utilization, as those who received training had a utilization rate of (92.6%), while those without training had a utilization rate of (47%). Nurses who indicated that their nursing practice had been altered by engaging in reflection demonstrated a greater utilization rate (68.2%) in comparison to those who did not report any such modification. Majority (88.2%) of the respondents reported they did not have a designated space for reflective practice, (76.3%) lacked supportive institutional policies, (80.8%) missed opportunities for training, and (68.7%) experienced workload related obstacles. The study underscores the importance of promoting formal training in reflective practice, establishing supportive institutional policies, and providing dedicated spaces for reflection among CCN.
References
Almomani, E., Sullivan, J., Hijjeh, M., & Attlallah, K. (2021). The perceived relationship between reflective learning conversation and clinical reasoning skills amongst critical care and trauma nurses: A cross sectional parallel mixed method. Nurse Education Today, 105, 105044. https://doi.org/10.1016/j.nedt.2021.105044
Doris Tuitoek, D. A. M. and M. P. K. (2022). NURSING STUDENTS’ PERCEPTION ON CLINICAL TEACHING AND LEARNING AT KENYA METHODIST UNIVERSITY, KENYA Doris Tuitoek, Dr. Agnes Mutinda and Ms. Phidelis Kubende. Article.
Galutira, G. D. (2018). Theory of Reflective Practice in Nursing. International Journal of Nursing Science, 8(3), 51–56. https://doi.org/10.5923/j.nursing.20180803.02
Gathu, C. (2022). Facilitators and Barriers of Reflective Learning in Postgraduate Medical Education: A Narrative Review. Journal of Medical Education and Curricular Development, 9, 238212052210961. https://doi.org/10.1177/23821205221096106
Khoshgoftar, Z., & Barkhordari-Sharifabad, M. (2023). Medical students’ reflective capacity and its role in their critical thinking disposition. BMC Medical Education, 23(1), 1–7. https://doi.org/10.1186/s12909-023-04163-x
Larsson, I. M., Aronsson, A., Norén, K., & Wallin, E. (2022). Healthcare workers’ structured daily reflection on patient safety, workload and work environment in intensive care. A descriptive retrospective study. Intensive and Critical Care Nursing, 68, 103122. https://doi.org/10.1016/j.iccn.2021.103122
Lawrence-Wilkes, L., & Chapman, A. (2015). Reflective Practice Self-Assessment. Businessballs, [online]. www.businessballs.com/reflective-practice.htm.
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. https://doi.org/10.1016/j.hsag.2016.05.005
Marshall, T., Keville, S., Cain, A., & Adler, J. R. (2022). Facilitating reflection: a review and synthesis of the factors enabling effective facilitation of reflective practice. Reflective Practice, 23(4), 483–496. https://doi.org/10.1080/14623943.2022.2064444
Nurses, N. C., Mohamad, N., Mulud, Z. A., Faziratul, S., Abd, H., & Abiyoga, A. (2022). A icE-Bs2022KotaKinabalu Differences in Critical Thinking and Decision Making among Critical Care and. 181–186.
Serah, Wachira, Anna, K., Samuel, K., & Irene, M. (2020). A Qualitative Analysis on the Clinical Experiences of Undergraduate Nursing Students in Kenya. Saudi Journal of Nursing and Health Care, 3(11), 293–298. https://doi.org/10.36348/sjnhc.2020.v03i11.003
Shin, S., Lee, I., Kim, J., Oh, E., & Hong, E. (2023). Effectiveness of a critical reflection competency program for clinical nurse educators : a pilot study. 1–8.
Toyin, M. K. (2017). Perception of Reflective Journaling during Clinical Posting among Nursing Students. Texila International Journal of Nursing, 3(2), 175–182. https://doi.org/10.21522/tijnr.2015.03.02.art017
Vries, J. De, & Timmins, F. (2016). Nurse Education Today Care erosion in hospitals : Problems in re fl ective nursing practice and the role of cognitive dissonance. 38, 2015–2017.
Wachira, Serah Wanjiru, Karani, A. K., Kimani, S., & Mageto, I. G. (2021). Reflective abilities of nursing students: A thematic analysis of reflection journals. Journal of Nursing Education and Practice, 12(5), 1. https://doi.org/10.5430/jnep.v12n5p1
Yu, H. J., Ling, D. L., & Hu, J. Le. (2019). Advancing the quality of care and nursing practice through emancipatory reflection. Frontiers of Nursing, 6(1), 1–4. https://doi.org/10.2478/fon-2019-0002
