scholarly journals Reflective Practice for Professional Development Among Nursing Instructors

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Boniface Harerimana
Keyword(s):  
Nursing Students ◽  
Reflective Practice ◽  
Health Professionals ◽  
Action Plan ◽  
Self Awareness ◽  
Work Experiences ◽  
Clinical Experiences ◽  
Clinical Scenarios ◽  
Reflection In Action ◽  
Reflection On Action

Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities),  and “reflection-on-action” which involves retrospective reviews of the clinical scenarios  experienced by  health professionals (Clouder, 2000; Duffy, 2009). Johns (1995)  suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.

Energetic Modalities as a Self-Care Technique to Reduce Stress in Nursing Students

2017 ◽  
Vol 36 (4) ◽  
pp. 366-373
Author(s):  
Deborah Kramer
Keyword(s):  
Nursing Students ◽  
Interpersonal Relationships ◽  
Self Care ◽  
Alternative Therapies ◽  
Therapeutic Touch ◽  
Nursing Curriculum ◽  
Self Awareness ◽  
Clinical Experiences ◽  
Complementary And Alternative Therapies ◽  
Complementary And Alternative

This article describes the outcomes of nursing students taking a course in complementary and alternative therapies focusing on energetic modalities that were used as a means of self-care. Students kept journal logs and did a formal presentation for the class. Nursing students reported decreased stress and improved concentration, academic performance, productivity, and problem-solving while experiencing a greater appreciation of their clinical experiences. Using Therapeutic Touch and other subtle energy interactions, the students also cited improved interpersonal relationships, increased feelings of calmness, a higher degree of self-awareness and self-care, reduced physical pain, increased energy, and greater appreciation of the world around them. The theoretical framework was Margret Neuman’s theory of health as expanding consciousness. While this is an elective nursing course, the nursing students were primarily juniors and seniors already taking clinical courses. A research study with a wide sample of student participants, especially freshmen, and using quantitative as well as qualitative measures would be beneficial to determine if such a course should be part of the standard nursing curriculum to not only expand nurses’ understanding of complementary and alternative therapies but also to help students with their own self-care and influence their practice as clinicians.

scholarly journals Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

2021 ◽  
Author(s):  
Muhamad Ahsanu ◽  
Tuti Purwati ◽  
Erna Wardani
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Research Question ◽  
English Language Teaching ◽  
Reflection In Action ◽  
New Ideas ◽  
Reflection On Action

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams

2010 ◽  
pp. 172-184
Author(s):  
Nicholas Bowskill ◽  
David McConnell
Keyword(s):  
Reflective Practice ◽  
Online Teaching ◽  
Distributed Teams ◽  
Collaborative Reflection ◽  
Online Journal ◽  
Reflective Dialogue ◽  
Reflection In Action ◽  
Reflection On Action ◽  
The Right ◽  
Globally Distributed

This chapter looks at processes for conducting collaborative reflection in action and collaborative reflection on action. The authors examine this in the context of globally distributed inter-cultural course teams. From a review of the literature, they identify the significance of openness, structure and dialogue as factors that support collaborative reflection. The authors consider these factors in our own experience of global online teaching. They explore and focus upon one technique used in our collaborative inter-cultural reflective practice. This technique involves having one tutor maintain and share an online journal with the other tutors in the course team. This process combined reflective writing and discussion in action. The authors suggest that having one tutor author and share a learning journal may provide facilitation and structure that supports reflective dialogue in inter-cultural globally distributed teams. They consider the influence of cultural pedagogy on inter-cultural reflection. The authors’ technique is culturally sensitive in that it respects the right of others to read the journal and to comment only if they wish. Finally, the authors close with a look at instrumentalist versus developmental collaborative reflective practice.

scholarly journals Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

2020 ◽  
Vol 11 (4) ◽  
pp. 272-290
Author(s):  
Muhamad Ahsanu ◽  
Tuti Purwati ◽  
Erna Wardani
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Research Question ◽  
English Language Teaching ◽  
Reflection In Action ◽  
New Ideas ◽  
Reflection On Action

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

The Making of a Butterfly: Reflective Practice in Nursing Education

2013 ◽  
Vol 17 (3) ◽  
pp. 7-12 ◽  
Author(s):  
Jessalyn F. Barbour,
Keyword(s):  
Nursing Education ◽  
Reflective Practice ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Phenomenological Study ◽  
Cyclic Process ◽  
Nursing Curriculum ◽  
Reflection In Action ◽  
Reflection On Action ◽  
Bsn Students

Reflective practice is the cyclic process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, existing knowledge, and experience. This is a descriptive phenomenological study that explores the guided reflections of eighteen RN-to-BSN students. The themes derived from the student text include (a) reflection in-action; (b) reflection on-action in daily nursing practice; (c) time, autonomy, experience, and fear were identified as barriers. By integrating reflective pedagogies into nursing curriculum, nurse educators can help students develop competence in reflective practice and enhance their learning for a lifetime.

scholarly journals Learning Abroad: Residents' Narratives of Clinical Experiences From a Global Health Elective

2019 ◽  
Vol 11 (4s) ◽  
pp. 91-99 ◽  
Author(s):  
Stephanie M. Lauden ◽  
Sophia Gladding ◽  
Tina Slusher ◽  
Cynthia Howard ◽  
Michael B. Pitt
Keyword(s):  
Global Health ◽  
Cultural Context ◽  
Core Competencies ◽  
The United States ◽  
University Of Minnesota ◽  
Clinical Experiences ◽  
Resident Participation ◽  
Resource Limited ◽  
Clinical Scenarios ◽  
Reflection On Action

ABSTRACT Background While resident participation in global health (GH) rotations has grown, little is known about trainee perceptions of the personal value of these international clinical experiences and their importance to the objectives of GH training. Objective We sought to better understand the clinical scenarios experienced during international rotations that residents perceived as most meaningful and the frequency of these experiences across scenarios and participating residents. Methods Using the conceptual framework of Schön's reflection on action, we asked University of Minnesota GH track pediatric and internal medicine–pediatric residents to describe 10 clinical scenarios they found interesting or impactful during their 2016–2017 GH elective. We conducted a qualitative analysis of the deidentified resident narratives and mapped themes to the Accreditation Council for Graduate Medical Education (ACGME) competencies. Results All eligible residents (n = 13) participated, yielding 129 unique clinical scenarios from 7 countries. We identified 5 thematic groups: (1) addressing challenges in making diagnoses in resource-limited settings; (2) dealing with patient outcomes different from those expected in the United States; (3) encountering and managing diseases in a different clinical context; (4) encountering and managing diseases in a different cultural context; and (5) reflecting on learning and self-growth. Of the 129 unique clinical scenarios, 30% (n = 39) had not been previously experienced by participants. Across the 5 themes, all ACGME core competencies were addressed. Conclusions Residents identified meaningful scenarios of their GH experiences that are relevant to the educational and clinical objectives of GH training.

Promoting stigma self-awareness in nursing students through brief unconventional clinical experiences

2020 ◽  
Vol 15 (4) ◽  
pp. 268-271
Author(s):  
Dewanna Blake ◽  
Sherrie Roberson ◽  
Tara Haskins
Keyword(s):  
Nursing Students ◽  
Self Awareness ◽  
Clinical Experiences

scholarly journals ‘Think Aloud’: Toward a Framework To Facilitate Reflective Practice Amongst Rugby League Coaches

2016 ◽  
Vol 3 (3) ◽  
pp. 269-286 ◽  
Author(s):  
Amy Elizabeth Whitehead ◽  
Brendan Cropley ◽  
Tabo Huntley ◽  
Andy Miles ◽  
Laura Quayle ◽  
...  
Keyword(s):  
Reflective Practice ◽  
Rugby League ◽  
Social Validation ◽  
Think Aloud ◽  
Coach Learning ◽  
Coaching Session ◽  
Individual Support ◽  
Reflection In Action ◽  
Reflection On Action ◽  
Learning Development

This study aimed to design, implement and evaluate a protocol encompassing Think Aloud (TA) as a technique to facilitate reflection-in-action and delayed reflection-on-action to aid coach learning. Six British, male rugby league coaches, who reported little previous exposure to reflective practice, consented to participate. Participants were: (a) instructed on how to engage in TA; (b) observed in practice using TA; (c) provided with individual support on delayed reflective practice on their first coaching session and use of TA; (d) observed in practice using TA a second time; and (e) engaged in a social validation interview regarding their experiences of TA. Analysis of in-action verbalizations revealed a shift from descriptive verbalizations to a deeper level of reflection. Both immediate and post eight week social validation interviews revealed that coaches developed an increased awareness, enhanced communication, and pedagogical development. The participants also recommended that TA can be a valuable tool for: (a) collecting in-event data during a coaching session; and (b) developing and evidencing reflection for coaches. Future recommendations were also provided by the participants and consequently, this study offers a unique technique to reflective practice that has the potential to meet the learning development needs of coaches.

Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams

2012 ◽  
pp. 245-262
Author(s):  
Nicholas Bowskill ◽  
David McConnell
Keyword(s):  
Reflective Practice ◽  
Online Teaching ◽  
Distributed Teams ◽  
Collaborative Reflection ◽  
Online Journal ◽  
Reflective Dialogue ◽  
Reflection In Action ◽  
Reflection On Action ◽  
The Right ◽  
Globally Distributed

This chapter looks at processes for conducting collaborative reflection in action and collaborative reflection on action. The authors examine this in the context of globally distributed inter-cultural course teams. From a review of the literature, they identify the significance of openness, structure and dialogue as factors that support collaborative reflection. The authors consider these factors in our own experience of global online teaching. They explore and focus upon one technique used in our collaborative inter-cultural reflective practice. This technique involves having one tutor maintain and share an online journal with the other tutors in the course team. This process combined reflective writing and discussion in action. The authors suggest that having one tutor author and share a learning journal may provide facilitation and structure that supports reflective dialogue in inter-cultural globally distributed teams. They consider the influence of cultural pedagogy on inter-cultural reflection. The authors’ technique is culturally sensitive in that it respects the right of others to read the journal and to comment only if they wish. Finally, the authors close with a look at instrumentalist versus developmental collaborative reflective practice.

Reflective writing pedagogies in action: a qualitative systematic review

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Kim M. Mitchell ◽  
Tara Roberts ◽  
Laurie Blanchard
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Reflective Writing ◽  
Self Awareness ◽  
Feedback Process ◽  
Qualitative Systematic Review ◽  
Writing Pedagogies ◽  
Academic Search

Abstract Objectives Reflective practice is a core value of nursing education and emphasizes the self as a source of learning. Writing and reflection are often viewed as inseparable. The goal of this qualitative meta-study is to explore the mechanisms writing stimulates to promote learning transformation for nursing students in both clinical and classroom contexts. Methods A literature search using the CINHAL, Medline, ERIC, and Academic Search Complete databases, using systematic methods, identified 26 papers and dissertations which gathered narrative data from nursing students in pre- and post-registration undergraduate courses. Results Three themes were found describing: 1) Evolving through time and space to reflect; 2) Surfacing and absorbing; and 3) Trust, judgement, and social desirability in the feedback process. Conclusions Transformative learning is promoted through forming a bond with faculty during the writing process to normalize emotions, create critical self-awareness, and providing a safe, non-judgemental space to reflect on their practice and their learning.

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