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Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-Experimental Study

Author

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  • Yi-Chuan Cheng

    (Department of Nursing, Asia University, Taichung 41354, Taiwan
    Department of Public Health, China Medical University, Taichung 40402, Taiwan)

  • Li-Chi Huang

    (School of Nursing, China Medical University, Taichung 40402, Taiwan)

  • Chi-Hsuan Yang

    (Department of Nursing, National Taichung University of Science and Technology, Taichung 404, Taiwan)

  • Hsing-Chi Chang

    (Department of Nursing, National Taichung University of Science and Technology, Taichung 404, Taiwan)

Abstract

This article focuses on the unique needs and concerns of nursing educators and nursing students in the face of the COVID-19 pandemic. During social distancing, interacting with other human beings has been restricted. This would undermine the experiential learning of nursing students. Hence, it is important to develop and evaluate an experiential learning program (ELP) for nursing education. A pre-test and post-test design were used. The study was conducted in a university in Central Taiwan. A total of 103 nursing students participated in the study from February to June 2019. The study intervention was the experiential learning program (ELP), including bodily experiences and nursing activities with babies, pregnant women, and the elderly. After the intervention, the students completed the self-reflection and insight scale (SRIS) and Taiwan Critical Thinking Disposition Inventory (TCTDI) as outcome measures. An independent t -test showed that there was a significant difference between pre-test and post-test in both SRIS and TCTDI ( p < 0.01). The Pearson product–moment correlation analysis showed that SRIS and TCTDI were significantly positively correlated ( p < 0.01). ELP has a significant impact on the self-reflection and critical thinking of first-year nursing students, which can be used as a reference for the education of nursing students. During these turbulent times, it is especially vital for faculties to provide experiential learning instead of the traditional teaching concept.

Suggested Citation

  • Yi-Chuan Cheng & Li-Chi Huang & Chi-Hsuan Yang & Hsing-Chi Chang, 2020. "Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-Experimental Study," IJERPH, MDPI, vol. 17(15), pages 1-8, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5442-:d:391191
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    References listed on IDEAS

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    1. Debra Jackson & Caroline Bradbury‐Jones & Diana Baptiste & Leslie Gelling & Karen Morin & Stephen Neville & Graeme D. Smith, 2020. "Life in the pandemic: Some reflections on nursing in the context of COVID‐19," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(13-14), pages 2041-2043, July.
    2. Mark Hayter & Debra Jackson, 2020. "Pre‐registration undergraduate nurses and the COVID‐19 pandemic: Students or workers?," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(17-18), pages 3115-3116, September.
    3. Akella, Devi, 2010. "Learning together: Kolb's experiential theory and its application," Journal of Management & Organization, Cambridge University Press, vol. 16(1), pages 100-112, March.
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    Cited by:

    1. Hae Kyoung Son, 2020. "Effects of S-PBL in Maternity Nursing Clinical Practicum on Learning Attitude, Metacognition, and Critical Thinking in Nursing Students: A Quasi-Experimental Design," IJERPH, MDPI, vol. 17(21), pages 1-12, October.
    2. Ryuichi Ohta & Chiaki Sano, 2022. "Reflection in Rural Family Medicine Education," IJERPH, MDPI, vol. 19(9), pages 1-9, April.
    3. Okuyan, Canan Birimoglu, 2022. "How does the COVID-19 pandemic influence educational and psychological health of nursing students in Turkey: What can be done to minimize adverse effects of the pandemic?," Technium Education and Humanities, Technium Science, vol. 2(4), pages 63-72.

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