Articles Vol. 67 No. CĐ2-NCKH 05/03/2026

THE CURRENT STATE OF SELF-REFLECTION SKILLS AND SOME RELATED FACTORS OF NURSING STUDENTS AT DAI NAM UNIVERSITY IN 2024

Ngo Thi Huyen1,2, Nguyen Thi Bong1,2
1 Faculty of Nursing, Dai Nam University
2 Khoa Điều dưỡng, Trường Đại học Đại Nam
DOI: 10.52163/yhc.v67iCD2.4478
19 Views
15 Downloads
Keywords
Reflection, reflective learning, reflective practice, nursing students, Dai Nam University.
Abstract

Objectives: This study aimed to describe the status of reflective learning and related factors among nursing students.

Participants and methods: A cross-sectional descriptive study was conducted with 360 nursing students at Dai Nam University.

Results: Female students accounted for 82.5%; the mean age was 19.92 ± 1.12 years. The mean reflection in learning scale (RLS) score was 4.53 ± 1.01 on a 7-point Likert scale. The item “awareness of what I am learning and the purpose of learning” had the highest mean score (5.16 ± 1.23 points), whereas “integrating topics across courses/learning activities” had the lowest mean score (3.98 ± 1.35 points). Overall, 68.3% of students had a moderate level of reflection, 27.2% a good level, and 4.4% a poor level. Among subjective factors, attitude was the most prominent (3.36 ± 1.03 points); among objective factors, the most prominent was the managerial competence of leaders/lecturers (3.25 ± 1.09 points).

Conclusion: Nursing students’ reflective learning was only at a moderate level, suggesting a need to strengthen structured reflective activities, particularly in learning planning and knowledge integration. In addition, greater lecturer support is needed to help students practice reflection more effectively.

References
[1]
Moon J.A. Reflection in learning and professional development, ed. s. Edition, London, 1999. Google Scholar
[2]
Jo K. Content analysis of the student nurse’s critical-reflective clinical practice experience. The Journal of Korean Academic Society of Nursing Education, 2003, 9: 310-319. Google Scholar
[3]
Keshmiri F, Fazljoo S.E. Assessing the reflection in learning ability of nursing students: psychometric properties of reflection in learning scale. Strides in Development of Medical Education, 2020, 17 (1). doi: 10.22062/sdme.2020.91552. Google Scholar
[4]
Gabrielsson S et al. Self-rated reflective capacity in post-registration specialist nursing education students. Reflective Practice, 2022, 23: 539-551. Google Scholar
[5]
Andersen N et al. A validation study of the psychometric properties of the Groningen reflection ability scale. BMC medical education, 2014, 14: 214. Google Scholar
[6]
Nguyễn Hưng Hòa, Ngô Anh Tuấn, Nguyễn Văn Chinh. Thực trạng năng lực phản tỉnh của sinh viên ngành điều dưỡng. Tạp chí Khoa học và Công nghệ Đại học Đà Nẵng, 2021, 19 (8): 37-41. Google Scholar
[7]
Keshmiri F, Seyede Elham Fazljoo S.E. Assessing the reflection in learning ability of nursing students: psychometric properties of reflection in learning scale. Strides Dev Med Educ, 2020, 17 (1): e91552. doi: 10.22062/sdme.2020.91552. Google Scholar
[8]
Sobral D.T. Medical students’ reflection in learning in relation to approaches to study and academic achievement. Med Teach, 2001, 23 (5): 508-513. Google Scholar
[9]
Nanudorn A, Jermtaisong R, Lhongsap P. Comparing the level of critical reflection among nursing students. The Turkish Online Journal of Educational Technology, 2024, 23 (1): 31-36. Google Scholar
[10]
Uswahzulhasanah, Arofiati F. The effect of reflective learning in nursing and health students: a literature review. Bali Medical Journal, 2021, 10: 1235-1238. doi: https://doi.org/10.15562/bmj.v10i3.2857. Google Scholar
[11]
Song J et al. Latent profile analysis of clinical nurses’ reflective ability in relation to dual work stress. PLoS One, 2025, 20 (9): e0332077. Google Scholar
[12]
Khan N et al. Age and gender based differences in self-assessed reflectionin-learning scale. Journal of the Pakistan Dental Association, 2018, 27: 133-139. Google Scholar
[13]
Wachira S et al. Reflective abilities of nursing students: a thematic analysis of reflection journals. Journal of Nursing Education and Practice, 2021, 12 (5): 1. doi: 10.5430/jnep.v12n5p1. Google Scholar
[14]
Tutticci N, Coyer F. Optimising reflective capacity of nursing students after high fidelity simulation: a practical approach. Australian Journal of Clinical Education, 2021, 8 (1). doi: 10.53300/001c.25332 Google Scholar
[15]
Bagheri M et al. Triggers for reflection in undergraduate clinical nursing education: a qualitative descriptive study. Nurse Education Today, 2019, 75: 35-40. Google Scholar