Assessing the “reflective practitioner”: Pedagogic principles and certification needs

Macfarlane, Julie

doi:10.1080/09695958.1998.9960442

Cited by 8 publications

(2 citation statements)

References 14 publications

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“…Overall, reflective practice corresponds to the intellectual and affective activities, in which individuals engage to explore their experiences with the purpose of achieving a new understanding (Boud, Keogh, & Walker, 1985). The reflective practice model encourages the development of both cognitive and affective theories of moral and ethical behavior, challenging students to integrate these into their personal belief systems as a result of their experiences instead of passively absorbing the rules of professional conduct (MacFarlane, 1998). Reflective practice can also serve as a facilitator of learning.…”

Section: Introductionmentioning

confidence: 99%

Reflective practice among nursing students in clinical teaching

Peixoto¹,

Peixoto²

2016

Rev. Enf. Ref

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Background: Reflection is increasingly recognized in nursing practice due to its contribution to the learning process and expansion of the body of nursing knowledge. Objectives: To explore the current state-of-the-art of scientific knowledge related to reflective practice among nursing students in clinical teaching. Methodology: A literature review was conducted based on the Institute Joanna Briggs for Scoping Reviews models. The review included 24 articles, out of the total 206 articles found. Results: Reflective practice was considered to be an essential condition for students' professional and intellectual development. Eleven strategies to promote reflection were found. Conclusion: Findings show that reflective practice is an essential skill in clinical settings and that both students and teachers share the responsibility of further expanding the body of nursing knowledge.

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Section: Introductionmentioning

confidence: 99%

Reflective practice among nursing students in clinical teaching

Peixoto¹,

Peixoto²

2016

Rev. Enf. Ref

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“…They tend to reason through these issues and justify the reasoning in different ways depending on their own personal philosophical orientation [16]. Developing deep learning within the context ill-structured ethical dilemmas requires a reflective analytical approach that challenges students to integrate differing perspectives into their own valuebased ethical judgments [17]. Within the context of digital learning, the dialogic interaction that is necessary for this deep-level processing is not one that is easily attained in the linearly designed online discussion-based environments, nor do such environments make it easy for instructors to support the generation of quality discourse.…”

Section: Exploratory Research Projectmentioning

confidence: 99%

Elusive Learning—Using Learning Analytics to Support Reflective Sensemaking of Ill-Structured Ethical Problems: A Learner-Managed Dashboard Solution

Vovides

Inman

2016

Future Internet

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Since the turn of the 21st century, we have seen a surge of studies on the state of U.S. education addressing issues such as cost, graduation rates, retention, achievement, engagement, and curricular outcomes. There is an expectation that graduates should be able to enter the workplace equipped to take on complex and "messy" or ill-structured problems as part of their professional and everyday life. In the context of online learning, we have identified two key issues that are elusive (hard to capture and make visible): learning with ill-structured problems and the interaction of social and individual learning. We believe that the intersection between learning and analytics has the potential, in the long-term, to minimize the elusiveness of deep learning. A proposed analytics model is described in this article that is meant to capture and also support further development of a learner's reflective sensemaking.

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Supplemental instruction: Students helping students’ learning at university college London (UCL) and university of central Lancashire (UCLAN)

Donelan

Kay

1998

The Law Teacher

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The Supplemental Instruction (SI) programme aims to provide an untapped learning resource for academics interested in developing first year students' cognitive capabilities alongside their personal skills. This study examines whether the pilot SI programme meets the needs of first year students in their academic and personal development within the Law faculties of UCL and UCLAN. Whereas the US model places prime emphasis on increasing grades, the UK model develops more holistically to include both cognitive and affective aspects of learning, in which the benefits to the second year Leaders become as important as the outcomes for first year students.

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Assessing the “reflective practitioner”: Pedagogic principles and certification needs

Cited by 8 publications

References 14 publications

Reflective practice among nursing students in clinical teaching

Reflective practice among nursing students in clinical teaching

Elusive Learning—Using Learning Analytics to Support Reflective Sensemaking of Ill-Structured Ethical Problems: A Learner-Managed Dashboard Solution

Supplemental instruction: Students helping students’ learning at university college London (UCL) and university of central Lancashire (UCLAN)

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