The Effect of the Reflective Practices

Akdeniz University

Status: Completed

Conditions: Compassion; Empathy; Nursing Student

Treatments: Behavioral: Reflective practices

Study type: Interventional

Funder types: Other

Identifiers

NCT07103538

FErgezen

Details and patient eligibility

About

The aim of this study was to explore the effects of reflective practices on nursing students' empathy and compassion levels.

Hypothesis H1-1: Reflective practices affect nursing students' empathy level. H1-2: Reflective practices affect nursing students' compassion level.

Enrollment: 77 patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Voluntary participation in the study
• Enrollment in the "Fundamentals of Nursing-II" course
• Taking the course for the first time
• Not having previously received training in reflective practice
• Being registered in Class B

Exclusion criteria

• Refusal to participate in the study at any stage of the study process
• Failure to fully complete the data collection forms

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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77 participants in 2 patient groups

Intervention

Experimental group

Description:

The intervention was implemented as part of a nursing course consisting of 4 hours of theoretical instruction, 4 hours of laboratory practice, and 8 hours of clinical practice. For 14 weeks, reflective practice was integrated into both the laboratory and clinical components. In the laboratory sessions, clinical scenarios were developed based on five common topics (e.g., infection control, vital signs) that students are likely to encounter during clinical practice. Students performed these scenarios by taking on different roles. Following each role-play, structured reflection sessions were conducted with the students. In the clinical setting, the final hour of each practice day was allocated for reflection. After completing an online reflection form, students had the opportunity to engage in group discussions if they wished to reflect further.

Treatment:

Behavioral: Reflective practices

Control

No Intervention group

Description:

Students followed the same laboratory and clinical curriculum but did not participate in any structured reflective practices. They received standard instruction in psychomotor skills and routine clinical procedures without the inclusion of role-play, scenario-based learning, or debriefing sessions.