![]() Verbal feedback sessions between instructors and students allow instructors to facilitate students’ reflective capacity through the use of questions and prompts. By modeling critical reflection, an instructor can make visible the mental habits of experts and help students understand how to integrate theory and practice. It is tool for students to develop their ability to act and think professionally. Reflection-in-practice encourages a sense of curiosity and openness in practitioners and learners by recognizing and challenging implicit assumptions about clinical situations. Reflection, in the fast-paced clinical environment, is a continuous process composed of synthesizing knowledge through reflection-in-action while on the clinic floor, and reflection-on-action afterwards to analyze experiences and consolidate new knowledge gained for future use and improved patient outcomes. While in the short-term, embedding reflective practice in the clinical experience can take time, in the long-term it provides net gains when students are able to recognize their actions and quickly self-correct. By indicating interest in the students holistic professional development, regularly guiding students in reflection creates a positive learning environment, which lowers their anxiety and increases their learning efficacy. Moreover, it encourages the viewing of a situation from multiple perspectives, which allows students and instructors to recognize knowledge gaps, technical errors, emotional reactions and implicit assumptions, such as an over reliance on pattern recognition when confronting a patient or treatment. (Alonso Nichols/Tufts University)Ĭritical reflection encourages deep learning by connecting new experiences to underlying knowledge and beliefs, and helps to develop a mental framework for effective future decision making. Orla Mahony, Endocrinologist and small animal internist, examine Max, an orange cat, during an appointment at the Foster Hospital for Small Animals at Tufts Cummings School of Veterinary Medicine. In the teaching clinic, modeling and guiding students through reflective practice is a powerful tool to enhance learning and continually improve patient care. In professional practice, critical reflection improves the quality of clinical decision making, and reduces stress and medical errors. ![]() ![]() All rights reserved.By Carie Cardamone, PhD, Associate Director of STEM & Professional Schools, CELT ![]() The following questions will be answered: What are the benefits of reflective writing? Why would nurse educators want to use reflective writing in their nursing courses, both clinical and didactic? What are the barriers to using reflective writing for students and educators? What is the role of the nurse educator in student reflection?Ĭlinical education Critical thinking Reflective writing.Ĭopyright © 2017 Elsevier Ltd. ![]() This study will explore reflective writing from the perspective of the nursing student and the nurse educator. Reflective writing is defined as an assignment that is focused on students' experiences, like textbook readings, clinical experiences, or group activities, that highlights what the student has taken from the activity (McGuire et al., 2009). Reflective writing allows students to combine clinical experiences and takeaways with didactic material to better understand both practice and instruction. Reflecting on clinical experiences develops critical thinking ability, fosters self-understanding, facilitates coping, and leads to improvement in clinical practice (Kennison, 2006). Reflective writing is the purposeful and recurring inspection of thoughts, feelings, and occurrences that coordinate with experiences during practice. Experiences from the clinical setting are ideal for building critical thinking skills if reflection is used as a teaching tool. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |