Assessment of Reflective Teaching Practice in Undergraduate Nursing Faculty

The goal of the study was to assess levels of Reflective Teaching Practice employed by undergraduate nursing faculty and teach measures to increase utilization in undergraduate nursing program. This proposed Pilot was conducted using a pre- and post-intervention design with a convenience sample of participants. Using this design, the study compared the level of engagement in self-reflection score in Reflective Teaching Practice (RTP) pre- and post-Strategic Reflective Training Session (SRTS) in undergraduate nursing faculty, as measured by the Self-Reflection and Insight Scale (SRIS); and determine the relationship between engagement in self-reflection score pre and post SRTS as measured by the SRIS, and years of teaching experience as recorded on the Demographic Data Sheet. A paired t-test was conducted to calculate the difference in level of engagement pre- and post-SRTS; and a one-way ANOVA was conducted to determine the relationship between engagement of self-reflection score pre-SRTS, post- SRTS, and years of teaching experience. Based on the data analysis, there was no statistically significant difference in overall engagement in self-reflection score pre- and post-SRTS, and there was no statistically significant difference between the years of experience and pre- and post-SRTS scores.