EFFECT OF REFLECTIVE THINKING PRACTICE ON BASIC PROCEDURAL SKILL AMONG FIRST YEAR UNDERGRADUATE NURSING STUDENTS

Abstract

Background: Reflective thinking is the process that involves thinking deeply and critically about event, experience, or information to gain insight, make connections, and develop a deeper understanding of oneself and world. The learning practice of reflective thinking helps to understand the learning requirement needs and adopt deep approaches towards learning, to understand one’s personal feelings, beliefs, attitudes, values, and ideas to integrate them into learning to build up the knowledge base which involves linking new to existing knowledge. Objectives: The objectives of the study were to assess the basic procedural skill among First Year Undergraduate Nursing students, and to compare the basic procedural skill before and after reflective thinking practice among First Year Undergraduate Nursing students. Methodology: Quantitative approach with quasi-experimental one group pre-test post-test design was used. 80 samples were selected through the Non-Probability Convenience sampling technique from two selected Nursing Colleges. The data collection was done with Structured questionnaires and Observation checklists. Result: The majority of 66(82.5%) First year Undergraduate Nursing students completely performed basic procedure after providing reflective thinking practice. A paired t -test indicated that there was difference between the pre-test basic procedural skill and the post-test basic procedure. Hence Null Hypothesis was rejected and H₁ Hypothesis was accepted. The reflective thinking practice helps Undergraduate Nursing Students to improve their problem-solving skill, identify their strengths and weakness, perform self-analysis, and evaluate the procedural decisions.