Thesis Committee Member(s)
Rueckert-Hartman College for Health Professions
Doctor of Nursing Practice
Loretto Heights School of Nursing
Thesis - Open Access
Number of Pages
This project reports the outcomes of development of a tool for teaching reflective thinking in the neonatal nurse practitioner (NNP) student. The purpose of this project was to improve patient care by preparing a mindful, reflective NNP. The project premise was encouraging reflection would enhance what students understand about aspects of patient care, to include all phases of healthcare processes: assessment, diagnosis, planning, intervention, and evaluation. The Ignatian Pedagogy Conceptual Model© was utilized as a teaching tool to create reflective thinking assignments for NNP students in their final clinical practicum. Significance of the project was to examine whether the tool demonstrated improved reflective thinking, as assessed on Kember's Reflective Thinking Questionnaire. In this study, the typical participant was female, aged 31-35 years with 6-10 years of NICU experience. The small sample size in this study was unable to duplicate previous study findings of improvement in reflective thinking. The project succeeded in developing and testing an educational strategy to advance learning. The teaching tool provided structure for student reflection and supported a transition from exclusive passive learning to participative, active learning. Assessing, encouraging, and teaching reflective thinking through practice may ultimately demonstrate improvement in patient care.
Date of Award
© Mary Honeyfield
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Honeyfield, Mary Ellen, "Using Ignatian Pedagogy to Improve Reflective Thinking in Neonatal Nurse Practitioner Students" (2014). All Regis University Theses. 176.