Developing the reflective practitioner: what, so what, now what

Brown, Bethanne; Holt-Macey, Shelli; Martin, Beth A.; Skau, Kenneth A.; Vogt, Eleanor M.

doi:10.1016/j.cptl.2015.06.014

Cited by 11 publications

(14 citation statements)

References 25 publications

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“…One of the most famous modern refl ection concepts is the concept of a refl ective practitioner, American philosopher and teacher Donald Sean, that is extensively used by the world educational community [21], especially in the fi eld of professional training for such specialists as teachers, physicians, community development workers, etc. [16,20]. The concept results provided an understanding of the problem of nature of refl ection and the educational process organization, since the scholar substantiated differences between refl ection in action and refl ection on an action.…”

Section: Literature Reviewmentioning

confidence: 85%

“…The objects (variables) for the factor analysis were scores of the fi rst to fourth year mechanic engineering students of the Bauman MSTU, the Gubkin University, and the MADI when answering the interviewing questions (No. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17]. SAP Statistica 10 was used for the analysis.…”

Section: Resultsmentioning

confidence: 99%

“…The defi nition of refl ection has become quite widespread in the pedagogical discourse. In addition, modern psychological, philosophical, and sociological theories, as well as theories of social communication, public administration, management, etc., whereby the refl ection concept is also widely used, infl uence pedagogical conceptualization of refl ection to a signifi cant extent [2,15,16]. In 1999 R. Holland made an attempt to unite approaches to the essence of refl ection as one type of personal refl ection in various concepts of the humanities [3].…”

Section: Literature Reviewmentioning

confidence: 99%

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Development of reflective competence in students in technical universities of Russia

Панова¹,

Плугина²,

Kaminsky³

et al. 2018

J Appl Eng Science

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One of the main problems of the modern higher education system in the Russian Federation (RF) is underrepresentation of knowledge in the educational process as a factor that determines not only the content of thinking but also the personality content. Hence, it updates the issue of providing pedagogical conditions for the development of students' ability to refl ect, which causes quality changes in the self-awareness structure. Through expansion, its cognitive components ensure positive developments in self-formation of future specialists and their self-adjustment. Based on a literary review, the article analyzes and substantiates the refl ection concept content. By means of interviewing, the level of the refl ective competence in students in the process of solving problems was analyzed through the example of mechanic engineering students of Russian universities. Based on multidimensional factor analysis, structural (constructive and situational-destructive) factors of students' refl ection in the educational process were identifi ed. Student clusters were formed and substantiated by the growth rates of refl ective competence factors. The optimal development level of the situational-destructive factor in student refl ection in the process of solving problems was determined. Education technologies for developing refl ective competence in students were elaborated. Parameters of pedagogical refl ection development in the educational process were substantiated. A pedagogical experiment was conducted to assess the effectiveness of the proposed pedagogical conditions for the formation and development of refl ective competence in students in the Russian universities under study. The research of the problem of refl ection development in students in the higher education system of the Russian Federation makes a certain contribution to pedagogical science and teaching practice and opens up new opportunities for the student educational process.

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Section: Literature Reviewmentioning

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Development of reflective competence in students in technical universities of Russia

Панова¹,

Плугина²,

Kaminsky³

et al. 2018

J Appl Eng Science

View full text Add to dashboard Cite

show abstract

“…Indeed, reflective writing skills foster self-directed, life-long professional development and, ultimately, achievement of the goal of becoming a reflective practitioner. [18][19][20][21][22] The art of reflection requires the learner to apply critical thought, and therefore is not reflexive in nature but rather a skill to be honed. Thus, incorporating reflective writing early in the pharmacy curriculum provides students the opportunity to begin honing this skill.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Pharmacy Student Participation in the White Coat Ceremony on Professionalization

Briceland

Brewer

Dominelli

2020

American Journal of Pharmaceutical Education

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Objective. To assess the impact of participation in a formal white coat ceremony on Doctor of Pharmacy (PharmD) students' professionalization by analyzing students' reflective writing. Methods. First-year PharmD students participated in the college's white coat ceremony following orientation. During the Foundations of Pharmacy course in the first semester, students were instructed to reflect on and write about the impact the white coat ceremony had on them as a graded assignment. A grading rubric was developed to standardize assessment of the reflections and to differentiate critical reflection (which cites future behavioral change) from other forms of reflection that are less impactful, such as non-critical reflection, general understanding, and non-reflection. Thematic analysis was conducted and prevalent themes were identified. Each reflection was then reviewed to identify up to three themes. Results. Of the 225 students in the incoming class of 2020, 218 submitted valid reflection assignments. Of these, 92% met critical reflection criteria. Four percent offered "negative connotation," while 75% described an eye-opening experience or realization. Of 483 thematic classifications, six student professionalization themes were identified, as follows: personal achievement (26%), professionalism (21%), welcome to pharmacy (18%), patient care (16.8%), lifelong learning (12.8%), and code of ethics (5.2%). Conclusion. For the majority of PharmD students, the white coat ceremony held during first-year orientation had a positive impact on their professionalization. All pharmacy schools should conduct a white coat ceremony that includes recitation of the Pledge of Professionalism as an impactful first step toward student professionalization.

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“…Nurse educators can accomplish this education by designing learning opportunities that encompass the three categories or domains of learning commonly used in nursing academia: cognitive, psychomotor, and affective (Shultz, 2009). The affective domain of learning is best suited for developing professional values and invokes feelings and emotions in students which is often difficult to teach as well as difficult to measure (Brown, Holt-Macey, Martin, Skau, & Vogt, 2015; Cazzell & Howe, 2012; McArthur, Burch, Moore, & Hodges, 2015). Developing and evaluating active learning strategies incorporating the affective domain of learning are needed in nursing education to transform how nursing students are taught (Valiga, 2014).…”

mentioning

confidence: 99%

Reflective Responses Following a Role-play Simulation of Nurse Bullying

et al. 2017

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The affective domain of learning can be used with role play simulation to develop professional values in nursing students. A qualitative exploratory design was used for this study to evaluate role play simulation as an active learning strategy. The context for the role play was bullying in nursing practice. Three hundred thirty-three senior nursing students from five college campuses participated. Following the role play simulation students completed a reflection worksheet. The worksheet data were qualitatively coded into themes. Thematic findings were personal responses during the simulation, nonverbal communications exhibited during the simulation, actions taken by participants during the simulation, and the perceived impact of bullying. Role play simulation was a highly effective pedagogy requiring no technology, was free, and elicited learning at both the cognitive and affective domains of learning.

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Developing the reflective practitioner: what, so what, now what

Cited by 11 publications

References 25 publications

Development of reflective competence in students in technical universities of Russia

Development of reflective competence in students in technical universities of Russia

The Impact of Pharmacy Student Participation in the White Coat Ceremony on Professionalization

Reflective Responses Following a Role-play Simulation of Nurse Bullying

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