A model to facilitate reflective thinking in clinical nursing education

• Main Authors: M. Chabeli, M. Muller
• Format: Article
• Language: English
• Published: AOSIS 2004-09-01
• Series: Curationis
• Online Access: https://curationis.org.za/index.php/curationis/article/view/1020

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.