Hemşirelik öğrencilerinin yansıtıcı düşünme düzeyleri ile hemşirelik süreci yetkinlikleri arasındaki ilişki: kesitsel, tanımlayıcı bir çalışma

Abstract

Giriş: Hemşirelik eğitiminde yansıtıcı düşünme, klinik akıl yürütmeyi geliştirmek ve hemşirelik sürecini etkili bir şekilde uygulamak için kritik bir öneme sahiptir. Amaç: Bu araştırma, hemşirelik öğrencilerinin yansıtıcı düşünme düzeyleri ile hemşirelik süreci yetkinlikleri arasındaki ilişkiyi incelemeyi amaçlamaktadır. Yöntem: Kesitsel ve tanımlayıcı nitelikteki çalışma, 2025 yılında bir vakıf üniversitesinde öğrenim gören 224 hemşirelik öğrencisiyle gerçekleştirilmiştir. Veriler, öğrenci tanıtıcı formu, Yansıtıcı Düşünme Ölçeği ve Hemşirelik Süreci Yetkinlik Ölçeği ile toplanmıştır. SPSS 29.0 programı ile parametrik olmayan testler, korelasyon ve regresyon analizleri gerçekleştirilmiştir. Bulgular: Öğrenciler, hemşirelik sürecinde orta düzeyde yansıtıcı düşünme (X̄=37,46±7,53) ve yüksek düzeyde algılanan yeterlilik (X̄=3,81±0,72) göstermiştir. Yansıtıcı düşünmenin "alışkanlık haline gelmiş eylem" alt boyutu ile hemşirelik süreci yeterliliği arasında anlamlı pozitif korelasyon (r=0,242, p<0,001) bulunurken, "yansıtma" (r=-0,385), "anlama" (r=-0,285) ve "eleştirel yansıtma" (r=-0,186) alt boyutları arasında negatif korelasyonlar gözlenmiştir. Regresyon analizi, alışkanlığa dönüşen eylemin (β=0,265) yeterliliği pozitif yönde yordadığını, yansıtmanın (β=-0,260) ise negatif bir yordayıcı olduğunu (R²=0,126, p<0,001) ortaya koymuştur. Sonuç: Alışkanlık haline gelmiş, otomatik bilişsel kalıplar öğrencilerin algıladıkları yeterliliği desteklerken, daha derin yansıtıcı süreçler özgüvenlerini zorlayabilir. Bu bulgular, klinik yeterliliği ve eleştirel düşünmeyi geliştirmek için hemşirelik eğitimine yapılandırılmış, deneyime dayalı yansıtıcı öğrenme stratejilerinin entegre edilmesi gerektiğini göstermektedir.

Keywords

• Hemşirelik
• hemşirelik süreci
• öğrenci
• yansıtıcı düşünme

The relationship between nursing students' reflective thinking levels and competency of nursing process: a cross-sectional, descriptive study

Abstract

Aims: Reflective thinking is crucial in nursing education to foster clinical reasoning and the effective implementation of the nursing process. This study aimed to examine the relationship between nursing students’ reflective thinking levels and their competencies in the nursing process. Methods: A cross-sectional descriptive study was conducted with 224 nursing students enrolled at a foundation university in 2025. Data were collected using the Reflective Thinking Scale and the Competency of Nursing Process Questionnaire. Non parametric statistical tests, correlation, and regression analyses were performed using SPSS 29.0. Results: Students demonstrated moderate levels of reflective thinking (X=37.46±7.53) and high perceived competency in the nursing process (X=3.81±0.72). A significant positive correlation was found between the "habitual action" subdimension of reflective thinking and nursing process competency (r=0.242, p<0.001), while negative correlations were observed with the "reflection" (r=-0.385), "understanding" (r=-0.285), and "critical reflection" (r=-0.186) subdimensions. Regression analysis revealed that habitual action (β=0.265) positively predicted competency, while reflection (β=-0.260) was a negative predictor (R²=0.126, p<0.001). Conclusion: While habitual, automatic cognitive patterns support students’ perceived competence, deeper reflective processes may challenge their self-confidence. These findings suggest the need to integrate structured, experience-based reflective learning strategies into nursing education to enhance clinical competence and critical thinking.

Keywords

• Nursing
• nursing process
• reflective thinking
• students

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