Original Research

A model to facilitate reflective thinking in clinical nursing education

M. Chabeli, M. Muller
Curationis | Vol 27, No 4 | a1020 | DOI: https://doi.org/10.4102/curationis.v27i4.1020 | © 2004 M. Chabeli, M. Muller | This work is licensed under CC Attribution 4.0
Submitted: 28 September 2004 | Published: 28 September 2004

About the author(s)

M. Chabeli, Department Of Nursing, Rand Afrikaans University, South Africa
M. Muller, Department Of Nursing, Rand Afrikaans University, South Africa

Full Text:

PDF (752KB)

Share this article

Bookmark and Share

Abstract

A qualitative, contextual, exploratory and descriptive design for theory generation was used to develop a model to facilitate reflective thinking in clinical nursing education (Mouton & Marais, 1990:43; Mouton, 1996: 103- 109; Chinn & Kramer 1991:79-120). A model was developed within the existing frameworks of theory generation. Wilson (1963:23-39) and Gift (1997:75,76) provided a theoretical framework for a concept analysis of reflective thinking in phase one of the study. Further conceptual meaning was attained through a perceptual survey where twelve nurse educators participated in a focus group interview with regard to how reflective thinking can be facilitated in clinical nursing education. Classification of the main concepts and sub-concepts was made through a conceptualisation process within Dickoff, James and Wiedenbach’s (1968:415-435) theoretical framework using the six elements of practice theory.

Keywords

No related keywords in the metadata.

Metrics

Total abstract views: 2087
Total article views: 12705


Crossref Citations

No related citations found.