scholarly journals Reflective Practice in Anesthesia Clinical Teaching

2021 ◽  
Vol 4 (3) ◽  
pp. 406-411
Author(s):  
Assumpta Yamuragiye ◽  
Elizabeth Anne Kinsella
Keyword(s):  
Reflective Practice ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Theory And Practice ◽  
Knowledge Generation ◽  
Learning From Experience ◽  
Important Approach ◽  
Knowledge And Practice ◽  
Anesthesia Education ◽  
Advance Knowledge

BackgroundReflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.AimThe aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.MethodsTwo cases, illustrating critical incidents in the anesthesia clinical teaching environment, were examined to consider how incorporating reflective practice into clinical education can advance knowledge generation in the field.FindingsThe two cases studies show how reflective practice can contribute to experiential learning, particularly through reflection on critical incidents.ConclusionReflective practice can help bridge the gap between theoretical knowledge and practice in anesthesia education and practice.Rwanda J Med Health Sci 2021;4(3):406-411

scholarly journals Strategies To Promote The Quality of Occupational Therapy Fieldwork Education: A Qualitative Study

2021 ◽  
Author(s):  
Marzieh Pashmdarfard ◽  
Afsoon Hassani Mehraban ◽  
Narges Shafaroodi ◽  
Kamran Soltani Arabshahi ◽  
Soroor Parvizy
Keyword(s):  
Content Analysis ◽  
Occupational Therapy ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Qualitative Content Analysis ◽  
Theory And Practice ◽  
Management Skills ◽  
Clinical Educators ◽  
Extraction Phase

Abstract Background Clinical education is a bridge between theory and practice. The purpose of this study was to develop the strategies to promote the quality of occupational therapy fieldwork education.MethodsThe qualitative content analysis was used to identify the promoting strategies of fieldwork quality in occupational therapy from students' and clinical educators’ perspectives during the 2019–2020 academic sessions. Participants were 12 fieldwork educators (mean age=39.33yr, Male=5, female 7) and 14 students (mean age=23.28yr, Male=7, female 7) in code extraction phase and 16 fieldwork educators (12 of them were in code extraction phase too) in actions of strategies scoring phase.ResultsFollowing the analysis of the data, the prompting strategies categorized into 4 major categories and 10 subcategories: factors related to Fieldwork educators (Improving clinical teaching skills, Enhancing fieldwork management skills, Motivating fieldwork educators and Fostering coordination between fieldwork educators), related to Educational Planning (Modifying clinical fieldwork planning, Revising curriculums), related to Students (Empowering students, Motivating students) and related to Fieldwork settings ( Improving social environment, Improving physical environment ). Based on the qualitative content analysis and 3 expert panels finally the 23 promoting actions were identified.Conclusions Improving the quality of fieldwork education in occupational therapy needs a systematic collaboration between educators, students and educational planners. By doing the promoting actions on fieldwork education process in occupational therapy, the quality of fieldwork education in occupational therapy may improve.

Journey to the Advisor Within: Exploring Challenge, Transformation and Evolution in Advisor Stories

Relay Journal ◽  
2019 ◽  
pp. 319-322
Author(s):  
Gamze Güven-Yalçın ◽  
Stephanie Lea Howard ◽  
Hatice Karaaslan
Keyword(s):  
Language Learning ◽  
Reflective Practice ◽  
Message Board ◽  
Initial Experiment ◽  
Narrative Style ◽  
The Third ◽  
Visual Message ◽  
Knowledge And Practice ◽  
The Individual ◽  
Academic Year

In the Reflective Practice column of the third issue of the Relay Journal, Yamamoto (2019) remarked on the importance of creating a platform for advisors to voice their views, feelings, and experiences, and suggested a need for more reflective narratives to be posted from different social, historical, and cultural contexts in order to provide an intimate view inside advising sessions, thereby offering a better understanding of said advising practices. The aim was to create a forum where advisors could learn from each other, and ultimately, everyone could mutually benefit from the experiences shared. To further this innovative research into Advising in Language Learning (ALL), the initial experiment by language advsiors at Kanda has been replicated in a different setting with four learning advisors from Ankara Yıldırım Beyazıt University, Turkey. The design used by the advisors at Kanda, a narrative style adopted while telling the stories, has been expanded to include a visual message board to which 20 learning advisors have contributed with their short reflective captions on their advisor selves. Additionally, the theme used by the advisors at Kanda, “the most memorable advising experience of this academic year” has been altered in our case to avoid repetition and to allow reflection on different aspects of the advising experiences. Thus, our narratives and the visual message board will examine two different themes: (1) How has advising affected you? (2) How do you define yourself as an advisor? Four narratives have elaborated on the first theme of the influence of advising knowledge and practice on the individual advisors, and the visual message board includes 20 images with reflective captions on the second theme of defining advisor identities.

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

scholarly journals In defense of sandcastles: Research thinking through visualization in digital humanities

2018 ◽  
Vol 34 (Supplement_1) ◽  
pp. i80-i99 ◽  
Author(s):  
Uta Hinrichs ◽  
Stefania Forlini ◽  
Bridget Moynihan
Keyword(s):  
Critical Theory ◽  
Human Computer Interaction ◽  
Dynamic Process ◽  
Digital Humanities ◽  
Holistic Approach ◽  
Research Process ◽  
Knowledge Generation ◽  
Disciplinary Knowledge ◽  
Advance Knowledge ◽  
Computer Interaction

Abstract Although recent research acknowledges the potential of visualization methods in digital humanities (DH), the predominant terminology used to describe visualizations (prototypes and tools) focuses on their use as a means to an end and, more importantly, as an instrument in the service of humanities research. We introduce the sandcastle as a metaphorical lens and provocative term to highlight visualization as a research process in its own right. We argue that building visualization sandcastles provides a holistic approach to cross-disciplinary knowledge generation that embraces visualization as (1) an aesthetic provocation to elicit critical insights, interpretation, speculation, and discussions within and beyond scholarly audiences, (2) a dynamic process wherein speculation and re-interpretation advance knowledge within all disciplines involved, and (3) a mediator of ideas and theories within and across disciplines. Our argument is grounded in critical theory, DH, design, human–computer interaction, and visualization, and based on our own research on an exceptional literary collection. We argue that considering visualizations as sandcastles foregrounds valuable insights into the roles of visualization as a mindset, methodology, and praxis within humanities research and beyond.

scholarly journals Clinical teaching of student nurses by unit managers of selected hospitals in Limpopo Province

Curationis ◽  
2005 ◽  
Vol 28 (1) ◽  
Author(s):  
LA Murathi ◽  
M Davhana-Maselesele ◽  
VO Netshandama
Keyword(s):  
Nurse Practitioners ◽  
Clinical Teaching ◽  
Quality Care ◽  
Student Nurses ◽  
Phenomenological Approach ◽  
Practical Experience ◽  
Limpopo Province ◽  
Theory And Practice ◽  
Major Theme ◽  
Nurse Training

The comprehensive nature of nurse training needs the involvement of almost all health team personnel, including unit managers to gain practical experience and learn to correlate theory and practice. The overall aim of the study was to explore and describe the experiences of unit managers regarding teaching of student nurses in the clinical area and to develop recommendations that will enhance clinical teaching, for the production of competent future nurse practitioners who will render quality care to patients. A qualitative design, which is explorative, descriptive and contextual in nature, was employed, utilizing a phenomenological approach to capture the experiences of unit managers regarding teaching of student nurses at selected hospitals, where students are allocated for their clinical exposure. Ethical measures as well as measures to ensure trustworthiness were adhered to. In-depth phenomenological interviews were conducted with unit managers who shared their experiences regarding clinical teaching of student nurses. Data analysis was done according to Tesch’s (1990) open coding method. One major theme emerged, namely that unit managers experienced problems when doing clinical teaching of student nurses. Based on the findings the following recommendations were made: Colleges should open a two-way communication with unit managers, involvement of unit managers in the activities that take place at the college like courses, seminars and workshops on clinical teaching, learning contracts should be developed for the students and issues of clinical learning should be addressed and unit managers should be included in both summative and formative evaluations.

Reflection, theory and practice

2008 ◽  
Vol 25 (3) ◽  
pp. 223-232 ◽  
Author(s):  
Keith Swanwick
Keyword(s):  
British Journal ◽  
Music Education ◽  
Reflective Practice ◽  
Theory And Practice ◽  
The Arts ◽  
Reflection Theory ◽  
The Uk ◽  
Relationship Of ◽  
The Relationship

A brief review of the state of music education in the UK at the time of the creation of the British Journal of Music Education (BJME) leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out the inevitability of theorising, an activity which is considered to be essential for reflective practice. The relationship of theory and data is examined, in particular differentiating between the sciences and the arts. A ‘case study’ of theorising is presented and examined in some detail and possible strands of future development are identified.

The Truths of Psychoanalysis

2022 ◽  
Keyword(s):  
Clinical Practice ◽  
Psychoanalytic Theory ◽  
Theory And Practice ◽  
Fake News ◽  
Alternative Facts ◽  
Knowledge And Practice ◽  
Critical Reflections ◽  
Ethics And Politics

Truth has always been a central philosophical category, occupying different fields of knowledge and practice. In the current moment of fake news and alternative facts, it is mandatory to revisit the various meanings of truth. Departing from various approaches to psychoanalytic theory and practice, the authors gathered in this book offer critical reflections and insights about truth and its effects. In articulations of psychoanalysis with (for instance) philosophy, ethics and politics, the reader will find discussions about issues such as knowledge, love, and clinical practice, all marked by the matter of truth.

Learning from Decision Making

2013 ◽  
Author(s):  
Deborah Roberts ◽  
Karen Holland
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Reflective Practice ◽  
Student Nurse ◽  
Reflective Practitioner ◽  
Learning From Experience ◽  
Key Skills ◽  
Working Together ◽  
To Come ◽  
Reflection On Practice

This chapter explores the concept of learning from your experience in clinical practice, and is designed to help you to use reflection as a means of learning both to make decisions in practice and to learn from the decisions that you have made. The use and value of reflective practice will be explored in many of the chapters to come; it is considered to be essential in the development of decision-making skills as a student nurse, and for your ongoing personal and professional development as a qualified registered nurse. Learning from experience is often referred to as ‘experiential learning’ and one of its key skills is reflection. In other words, reflection is the key to helping you to use experiences as a student and a person in order to learn from them. This chapter will provide some definitions of reflection and will introduce some commonly used frameworks or models that can help you to develop the underpinning skills required if you are to be a reflective practitioner. There are also activities for you to complete, so that you can begin to use a range of different frameworks that are appropriate to different situations. To place reflection in the context of your learning to become a nurse and therefore to achieve the appropriate competencies, the Nursing and Midwifery Council (NMC) states that: We can see from this statement that there appear to be some key assumptions and activities that are seen as working together, including reflection, and these will be explored particularly in this chapter. Reflection on practice, and subsequently for learning from this practice, will be two of the most important aspects that will be addressed. To begin with, however, we need to consider some of the underlying principles in which reflection and reflective practice are embedded. Learning from our experiences means that we can either use what we have learned to develop and to enhance future experiences, or alternatively that we can learn from any mistakes that we may have made in the anticipation that we will not make the same ones again.

Reflective Practice, Professional Learning, and Educational Partnerships

2011 ◽  
pp. 188-203
Author(s):  
Chris Brook ◽  
Graeme Lock
Keyword(s):  
Blended Learning ◽  
Reflective Practice ◽  
Performance Management ◽  
Professional Learning ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Learning Experience ◽  
Theory And Practice ◽  
Educational Partnerships ◽  
Learning Program

In light of current interest in teacher education, this chapter presents an outcome of a study that sought to explore ways that the classroom practices and status of teachers might be improved. The enquiry used a model of professional learning that incorporated blended learning, reflective practice, performance management processes, authentic experiences, and tertiary learning to encourage change in classroom settings. Teacher insights were explored and their classroom practices analysed to identify any change in teacher behaviours that might be attributed to participation in the learning program. Findings suggest that teachers are largely dissatisfied with conventional approaches to professional development believing them to be separate from the classroom experience and ineffective in bring about change. However, teachers in this study found that a blended learning setting that fostered an intentional connection between theory and practice and collaborative learning provided a strong learning experience that translated to change in classroom practice.

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