Pediatric oncology nurses can develop hazardous feelings of burnout over decades of clinical practice (Boyle & Bush, 2018). Interventions that help decrease burnout and improve professional development are reflective practices (Caldwell & Grobbel, 2013). Currently, there is a paucity of information on pediatric oncology nurses with 10 or more years of experience and how they use self-reflection to cope with workplace stressors. The purpose of this study was to explore how expert-level pediatric oncology nurses describe their experiences using self-reflective practices in the clinical setting. An interview-based exploration of the lived experiences of participants was necessary to understand the unique self-reflective practices currently used among nurses. Descriptive phenomenological methods were used, and data were organized and analyzed using the modified Stevick-Colaizzi-Keen method (Moustakas, 1994). Convenience and snowball sampling procedures were used. Six nurses fit the inclusion criteria and consented to participate in this study. Each participant completed three interviews. Results of the study were arranged in two categories: (a) the experience of using self-reflective practices in the clinical setting and (b) the experience of using self-reflective practices away from the clinical setting. In the clinical setting, experienced pediatric oncology nurses used self-reflection to develop better ways of interacting with patients, families, and colleagues. Using self-reflection to cope with stress and burnout occurred less in the clinical setting and more when experienced nurses reflected with other nurses, had moments of solitude, or when they were driving home from work. These results have implications for current nursing educators and nurses looking to develop skillsets to help reduce the harmful effects of stress and burnout in the clinical setting and maintain a productive career.
","abstract_html":"<p>Pediatric oncology nurses can develop hazardous feelings of burnout over decades of clinical practice (Boyle & Bush, 2018). Interventions that help decrease burnout and improve professional development are reflective practices (Caldwell & Grobbel, 2013). Currently, there is a paucity of information on pediatric oncology nurses with 10 or more years of experience and how they use self-reflection to cope with workplace stressors. The purpose of this study was to explore how expert-level pediatric oncology nurses describe their experiences using self-reflective practices in the clinical setting. An interview-based exploration of the lived experiences of participants was necessary to understand the unique self-reflective practices currently used among nurses. Descriptive phenomenological methods were used, and data were organized and analyzed using the modified Stevick-Colaizzi-Keen method (Moustakas, 1994). Convenience and snowball sampling procedures were used. Six nurses fit the inclusion criteria and consented to participate in this study. Each participant completed three interviews. Results of the study were arranged in two categories: (a) the experience of using self-reflective practices in the clinical setting and (b) the experience of using self-reflective practices away from the clinical setting. In the clinical setting, experienced pediatric oncology nurses used self-reflection to develop better ways of interacting with patients, families, and colleagues. Using self-reflection to cope with stress and burnout occurred less in the clinical setting and more when experienced nurses reflected with other nurses, had moments of solitude, or when they were driving home from work. These results have implications for current nursing educators and nurses looking to develop skillsets to help reduce the harmful effects of stress and burnout in the clinical setting and maintain a productive career.<strong></strong></p>","abstract_has_math":false,"creators":["Bonilla, Daniel Josue"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Whitney McIntyre Miller","Penny S. Bryan","Michael Andersen","Dawn Hunter"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-27T08:00:00Z","date_published":"2020-01-27T08:00:00Z","updated_at":"2026-07-24T01:38:09Z","subjects":["Pediatric Oncology Nurses Phenomenology Self-Reflective Practices","Educational Leadership","Leadership Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/12","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Whitney McIntyre Miller","Penny S. Bryan","Michael Andersen","Dawn Hunter"]},{"key":"dc:creator","label":"Author","values":["Bonilla, Daniel Josue"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Pediatric Oncology Nurses Phenomenology Self-Reflective Practices","Educational Leadership","Leadership Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/12"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Pediatric oncology nurses can develop hazardous feelings of burnout over decades of clinical practice (Boyle & Bush, 2018). Interventions that help decrease burnout and improve professional development are reflective practices (Caldwell & Grobbel, 2013). Currently, there is a paucity of information on pediatric oncology nurses with 10 or more years of experience and how they use self-reflection to cope with workplace stressors. The purpose of this study was to explore how expert-level pediatric oncology nurses describe their experiences using self-reflective practices in the clinical setting. An interview-based exploration of the lived experiences of participants was necessary to understand the unique self-reflective practices currently used among nurses. Descriptive phenomenological methods were used, and data were organized and analyzed using the modified Stevick-Colaizzi-Keen method (Moustakas, 1994). Convenience and snowball sampling procedures were used. Six nurses fit the inclusion criteria and consented to participate in this study. Each participant completed three interviews. Results of the study were arranged in two categories: (a) the experience of using self-reflective practices in the clinical setting and (b) the experience of using self-reflective practices away from the clinical setting. In the clinical setting, experienced pediatric oncology nurses used self-reflection to develop better ways of interacting with patients, families, and colleagues. Using self-reflection to cope with stress and burnout occurred less in the clinical setting and more when experienced nurses reflected with other nurses, had moments of solitude, or when they were driving home from work. These results have implications for current nursing educators and nurses looking to develop skillsets to help reduce the harmful effects of stress and burnout in the clinical setting and maintain a productive career.
"]},{"key":"dc:source","label":"Dc Source","values":["Bonilla, D. (2020). Experienced pediatric oncology nurses using self-reflective practices in the clinical setting: A phenomenological investigation [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000119"]},{"key":"dc:title","label":"Title","values":["Experienced Pediatric Oncology Nurses Using Self-Reflective Practices in the Clinical Setting: A Descriptive Phenomenological Investigation"]}]}],"canonical_facts":{"dc:contributor":["Whitney McIntyre Miller","Penny S. Bryan","Michael Andersen","Dawn Hunter"],"dc:creator":["Bonilla, Daniel Josue"],"dc:description.abstract":["Pediatric oncology nurses can develop hazardous feelings of burnout over decades of clinical practice (Boyle & Bush, 2018). Interventions that help decrease burnout and improve professional development are reflective practices (Caldwell & Grobbel, 2013). Currently, there is a paucity of information on pediatric oncology nurses with 10 or more years of experience and how they use self-reflection to cope with workplace stressors. The purpose of this study was to explore how expert-level pediatric oncology nurses describe their experiences using self-reflective practices in the clinical setting. An interview-based exploration of the lived experiences of participants was necessary to understand the unique self-reflective practices currently used among nurses. Descriptive phenomenological methods were used, and data were organized and analyzed using the modified Stevick-Colaizzi-Keen method (Moustakas, 1994). Convenience and snowball sampling procedures were used. Six nurses fit the inclusion criteria and consented to participate in this study. Each participant completed three interviews. Results of the study were arranged in two categories: (a) the experience of using self-reflective practices in the clinical setting and (b) the experience of using self-reflective practices away from the clinical setting. In the clinical setting, experienced pediatric oncology nurses used self-reflection to develop better ways of interacting with patients, families, and colleagues. Using self-reflection to cope with stress and burnout occurred less in the clinical setting and more when experienced nurses reflected with other nurses, had moments of solitude, or when they were driving home from work. These results have implications for current nursing educators and nurses looking to develop skillsets to help reduce the harmful effects of stress and burnout in the clinical setting and maintain a productive career.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/12"],"dc:source":["Bonilla, D. (2020). Experienced pediatric oncology nurses using self-reflective practices in the clinical setting: A phenomenological investigation [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000119"],"dc:subject":["Pediatric Oncology Nurses Phenomenology Self-Reflective Practices","Educational Leadership","Leadership Studies"],"dc:title":["Experienced Pediatric Oncology Nurses Using Self-Reflective Practices in the Clinical Setting: A Descriptive Phenomenological Investigation"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:09Z"}