The Use of Reflection and Reflexivity in Nurse Education: Experiences of Educators Teaching on an Undergraduate Degree Nursing Program in Malta

Abstract

This study aimed to develop further understanding on how nurse educators engaged in the delivery of an undergraduate degree nursing program in Malta practice reflection and reflexivity during their teaching experience. A qualitative design was utilized for this study adopting a phenomenological approach focusing on the inquiry posed in the primary research question. A series of seven in-depth individual interviews with purposively selected participants have been conducted from which a rich source of data and unique perspective of the phenomenon under study emerged. Four themes emerged from the analysis. The themes that emerged are: (a) reflective competence’(b) intentional silence, (c) facilitating reflection and (d) reflexive tutoring/ asking while teaching. The emergent themes provided an insight into the process that the participants went through during their teaching practice. Understanding the interplay of these factors assist in achieving a better understanding on how nurse educators can use reflection and reflexivity as a pedagogical tool for added value in their teaching methodology for the benefit of their students. It is also important to note that nurse educators should keep in mind that the learners are themselves responsible for finding their own solutions and that they should be taking an active role in their learning process.