Applying Bjørk’s model as a framework for practical skill performances in nursing education placement: a qualitative content analysis of students’ reflection notes
TL;DR
First-year nursing students’ reflections on practical skill performance during clinical placements are explored, using Bjørk’s model of practical skill performance as a framework, revealing that students demonstrated patient-centred care, preparation, and the integration of technical, relational, and contextual elements.
Abstract
As many newly graduated nurses lack proficiency in practical nursing skills, understanding their development during education and placements is important for delivering high-quality patient care. This study explored first-year nursing students’ reflections on practical skill performance during clinical placements, using Bjørk’s model of practical skill performance as a framework. A qualitative content analysis was employed, analysing reflection notes from 22 first-year nursing students through deductive content analysis, guided by Bjørk’s model, with additional inductive content analysis to explore qualitative variation in the depth of reflection. The results revealed that students demonstrated patient-centred care, preparation, and the integration of technical, relational, and contextual elements. Further, that students’ reflection notes varied in how descriptively and analytically they applied Bjørk’s model. Variability in the depth of reflections using Bjørk’s model highlights the need for tailored educational strategies to promote reflective thinking when learning and performing practical skills.