Abstract
Purpose: To clarify "reflection-in-action" by students undergoing clinical training by skilled nursing teachers.
Method: Participant observation and interviews of one skilled nursing teacher providing clinical training were used as data and analyzed qualitatively and descriptively.
Results: Teacher A's data denoted five categories of "reflection-in-action": 1) Judgment is made instantly while giving priority to patient nursing, setting aside the student's doubts, and advancing the student's level of nursing; 2) Suspending deeper understanding of the patients, and believing in the ability of the students to address nursing issues themselves, with appropriate teacher-support; 3) While having doubts about the students approach, allow them to take the opportunity to face challenges without intervening too quickly; 4) Believe in the ability of students, and address their concerns, while at the same time maintaining a bird's-eye overview; 5) While exploring relationships that resonate within students, enable students and patients to discover such relationships between both parties.
Consideration: "reflection-in-action" in the clinical training given by teacher A is supported by her own educational philosophy, as there is a search for the position of nurses and teachers. In addition, it is thought that "reflection-in-action" in tacit knowledge is promoted by dialogue.
