Exploration of reflective practice among final year radiography students during rural placement in Northern Namibia

Authors

  • Edwin Ralph Daniels University of Namibia Faculty of Health Sciences School of Nursing
  • Caroline Nabasenja University of Namibia Faculty of Health Sciences School of Nursing
  • Nchindo Mbukusa University of Namibia Faculty of Education

Keywords:

theory-practice gap, reflective journal, self-awareness, clinical practice, skills

Abstract

Purpose: Radiography students are required to integrate theoretical knowledge learned in the classroom to clinical practice in order to improve their clinical skills and decision-making as well as enhance learning. The incorporation of reflective practice is perceived as a vital tool in enhancing students’ understanding of taught concepts. The documentation of events and ideas for later reflection allows for self-discovery and improvement of practice.

Objective: To explore and describe reflective practice among final year radiography students during their rural clinical placement.

Methodology: Qualitative and directed content analysis were used to evaluate the reflective journals of all ten final year radiography students placed at a rural state hospital in Namibia. The students reflected over a period of ten days.

Results: Four themes emerged from the study: theory-practice gap, professional growth, communication, and positive learning environment.

Conclusion: The students reflected more ‘on action’ than ‘in action’ and became self-aware and confident thereby increasing their clinical competency.

Author Biographies

Edwin Ralph Daniels, University of Namibia Faculty of Health Sciences School of Nursing

Allied Health Assistant Lecturer University of Namibia

Caroline Nabasenja, University of Namibia Faculty of Health Sciences School of Nursing

Allied Health Lecturer

Nchindo Mbukusa, University of Namibia Faculty of Education

Lifelong Learning  - Senior Lecturer

Downloads

Published

2018-11-17

Issue

Section

Original Articles