Learning Experiences in Gerontological Nursing Through the Reflection of Nursing Students

Abstract

Reflection can be used as a tool to describe student learning experiences and the impact they have on student learning. Reflection helps students develop their ability to analyze problems and provide possible solutions. This qualitative research was a documentary analysis to describe the learning experiences in geriatric care through the reflections of nursing students. The participants were second year nursing students participating in the Gerontological Nursing Practicum. The participants were purposively selected and the data collected using the student's reflection notes between March and June 2020. The data were analyzed using content analysis. The results of the study revealed three main issues: 1) nursing practice helps students to understand the process of aging, including the perception and understanding of physical, mental, and social changes in older adults: 2) engenders positive feelings towards geriatric care, including promoting the students’ pride and satisfaction from creating happiness and smiles for the older adults and increases their confidence and comfort with regard to their nursing practice, and  3) students are inadequately prepared before beginning their nursing practice and lack confidence in their knowledge and competence, as well as interview skills, which causes elevated levels of anxiety, stress and fear. The results of the study revealed that nursing students are capable of linking theoretical knowledge to practice, but that they did not have the confidence and practical skills for participating in nursing practice. Therefore, it is imperative to enhance students' competence in a range of skills by providing experiences that allow students to face real or simulated clinical situations in order to ensure that students are properly prepared before entering clinical practice.