The process of teaching and learning about reflection

Research Insights From Professional Nurse Education

Datos Bibliográficos

ID4096791
AutoresChris Bulman (Oxford Brookes University, autor de correspondencia), Judith Lathlean (0000-0001-8851-9031, University of Southampton), Mary Gobbi (0000-0003-0941-4608, University of Southampton)
Año2014
Volumen39
Número7
Páginas1219-1236
Fecha de publicación2014-08-09
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2013.777413
OpenAlexW2159975099
IdiomaEN
Citas recibidas6
Referencias citadas45

The study aimed to investigate the process of reflection in professional nurse education and the part it played in a teaching and learning context. The research focused on the social construction of reflection within a post-registration, palliative care programme, accessed by nurses, in the United Kingdom (UK). Through an interpretive ethnographic approach, the organisational, contextual and cultural issues impacting upon teaching and learning interactions, and the use of reflection therein were explored with student and nurse educator participants. Data were collected from observations of teaching and learning, interviews, and extracts from programme documentation and reflective learning contracts (RLCs). Findings contribute new empirical knowledge regarding the process of teaching and learning about reflection, including educator and clinical supervisor facilitation, the emotional work involved in reflection and methods of ‘mapping’ and ‘modelling’ to support reflection. The influence of both higher education and practice partner organisations on the use of reflection is also evident and indicates that professional reflective education requires institutional support from both education and practice. Specific findings in this paper are pertinent and transferable to other disciplines, where reflective education is used to develop being critical in order to learn through experience. This research offers valuable insights into the realities of reflective education and has currency for educators committed to developing skills for reflection and learning through experience for students, through the generation of a reflective culture

Documentation · Higher education · Medical education · Nurse education · Pedagogy · Political science · Professional development · Reflective Practice · Reflexivity · Sociology · Computer Science · Innovations in Medical Education · Medicine · Nursing education and management · Psychology · Reflective Practices in Education