scholarly journals A model to facilitate reflective thinking in clinical nursing education

Curationis ◽  
2004 ◽  
Vol 27 (4) ◽  
Author(s):  
M. Chabeli ◽  
M. Muller

A qualitative, contextual, exploratory and descriptive design for theory generation was used to develop a model to facilitate reflective thinking in clinical nursing education (Mouton & Marais, 1990:43; Mouton, 1996: 103- 109; Chinn & Kramer 1991:79-120). A model was developed within the existing frameworks of theory generation. Wilson (1963:23-39) and Gift (1997:75,76) provided a theoretical framework for a concept analysis of reflective thinking in phase one of the study. Further conceptual meaning was attained through a perceptual survey where twelve nurse educators participated in a focus group interview with regard to how reflective thinking can be facilitated in clinical nursing education. Classification of the main concepts and sub-concepts was made through a conceptualisation process within Dickoff, James and Wiedenbach’s (1968:415-435) theoretical framework using the six elements of practice theory.

2004 ◽  
Vol 9 (1) ◽  
Author(s):  
Mary Chabeli ◽  
Marie Muller

This article seeks to publish the results of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education. Opsomming Hierdie artikel beoog om die resultate van verpleeg-opvoeders met betrekking tot hoe reflektiewe denke van leerders in kliniese verpleegonderwys gefasiliteer kan word, te publiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.


Curationis ◽  
2004 ◽  
Vol 27 (4) ◽  
Author(s):  
M. Chabeli ◽  
M. Muller

Over decades nursing had an interest in clarifying and developing its knowledge base and its conceptual foundation. Reflective thinking has become a popular word in nursing education world wide, but its meaning and effective use remains debatable because of lack of clarity in its meaning (Mackintosh, 1998:553). The researcher engaged in the concept analysis of reflective thinking so as to fully understand its meaning and interpretation, hence the research question to be addressed by this article is: “What is the meaning of reflective thinking in clinical nursing education?”


Author(s):  
Linda Townsend ◽  
Judith M Scanlan

Self-efficacy is conceptually analyzed using the framework developed by Walker and Avant (2005). Defining attributes, antecedents and consequences of self-efficacy are identified and applied in model, borderline and related and contrary cases. Although self-efficacy has been incorporated into the work of many professions, minimal research has been conducted using this concept in clinical nursing education. By gaining a more thorough understanding of self-efficacy in relation to student learning, nurse educators and researchers can use self-efficacy in curricular planning to improve clinical nursing education.


Curationis ◽  
2002 ◽  
Vol 25 (3) ◽  
Author(s):  
J. Kok ◽  
M.M. Chabeli

According to the outcomes-based education and training system of education (OBET) in the country and the South African Nursing Council, education should focus on “creating” reflective learners and practitioners. This article seeks to determine the effectiveness of reflective journal writing in promoting the reflective thinking of learners in clinical nursing education and to validate the guidelines described in a bigger study on how to facilitate reflective thinking using reflective journal writing.


2016 ◽  
Vol 17 ◽  
pp. 145-152 ◽  
Author(s):  
Sherry Dahlke ◽  
Maureen O'Connor ◽  
Teresa Hannesson ◽  
Karleen Cheetham

2015 ◽  
Vol 5 (02) ◽  
pp. 93-103
Author(s):  
Anna Löfmark ◽  
Åshild Slettebø ◽  
Maj-Britt Råholm ◽  
Birte Hedegaard Larsen

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