Using Structured Reflection to Enhance Student Engagement and Professional Growth

Slavko Cvetek,* Faculty of Health Sciences, University of Maribor, Slovenia


This paper presents the findings of a small-scale study that aimed to identify areas of concern to students, future nurses, during their clinical practice in homes for the elderly. For this purpose, the author used a simplified version of critical incident analysis (Tripp, 1993). The study’s findings confirmed the value of structured reflection as a pedagogical tool in professional nurse education. Some potential areas of concern were identified in students’ reflective writings, such as lack of professionalism by some of the staff, and also maltreatment and neglect of care.

Keywords: medical education, nursing, self-reflection, critical thinking

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