Purpose: This qualitative research was undertaken to explore clinical nurse teachers’ personal perceptions of reflection and their roles in reflection session with students in clinical practice. Method: By a purposive sampling, 14 clinical nurse teachers were approached for an individual semi-structured interview. Qualitative analysis suggested by Burnard was utilized for data analysis. Results: Clinical nurse teachers perception of reflection was described by six sub-themes of definition of reflection, reflection as a requisite in nursing, advantages and disadvantages of reflection, effectiveness of reflection sessions, different kinds and levels of reflection, and reflective teachers. Clinical nurse teachers roles in reflection sessions were described as roles in identifying impeding factors and creating conditions for reflection, roles in building a trustful relationship with students, roles in encouraging reflection in students, roles in helping students overcome negative reflections, roles in dealing with ethical issues, and difficulties in roles in reflection sessions. Conclusion: The results of the study suggest that the deeper understanding on their roles as reflective teachers would guide nurse educators to be more conscious of their roles and competencies regarding reflection, which in turn will foster nursing students reflective learning abilities.
I. Introduction
Ⅱ. Methodology
Ⅲ. FINDINGS
IV. DISCUSSION
V. Conclusion and implications
Ⅵ. References