Reflective Practice最新文献_第5页

Reflective writing in social sciences: challenges and opportunities for medical students 社会科学中的反思性写作:医学生的挑战和机遇

IF 1.2

Reflective Practice Pub Date : 2023-07-20 DOI: 10.1080/14623943.2023.2237447

G.Y. Akhmetova, L. Khaliullina

{"title":"Reflective writing in social sciences: challenges and opportunities for medical students","authors":"G.Y. Akhmetova, L. Khaliullina","doi":"10.1080/14623943.2023.2237447","DOIUrl":"https://doi.org/10.1080/14623943.2023.2237447","url":null,"abstract":"ABSTRACT An application of Bologna Process parameters in the classroom setting requires new skills on the part of students. One of these significant skills is the ability to reflect upon one’s learning path, which provides an opportunity for students to enhance their knowledge, and, moreover, make pivotal changes in their professional field. Thus, students would benefit greatly from reflective learning skills being harnessed at the early stage of their learning. Aim. This study aims to explore students’ reflections and interpretations of their learning through writing essays. Methodology and research methods. This study employed a survey design with open-ended questions in which 14 out of 23 students participated. In addition, two individual inter-views were conducted, and 345 weekly essays and 23 final student reflections were analyzed. Results. Research results found that over 50% of respondents indicated that they had ac-quired reflective skills as they reflected on their content learning and writing and reading skills. Indeed, 96% of respondents demonstrated a positive understanding of the structure of the essay; however, their reflections remained at the descriptive level, in contrast to an expected change in their learning approach.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44031327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interprofessional reflective practice to improve pediatric healthcare outcomes 跨专业反思实践以改善儿科保健结果

IF 1.2

Reflective Practice Pub Date : 2023-07-20 DOI: 10.1080/14623943.2023.2235585

Jessica Parrott, Tammy Speerhas, Benjamin D. Klick, T. Vazifedan, Theresa Guins

{"title":"Interprofessional reflective practice to improve pediatric healthcare outcomes","authors":"Jessica Parrott, Tammy Speerhas, Benjamin D. Klick, T. Vazifedan, Theresa Guins","doi":"10.1080/14623943.2023.2235585","DOIUrl":"https://doi.org/10.1080/14623943.2023.2235585","url":null,"abstract":"ABSTRACT There is limited research on the combined concepts of interprofessional reflective practice on healthcare outcomes. This research sought to better understand the concepts of interprofessional and reflective practice when utilized together to assess provider perception of improved healthcare outcomes in a pediatric setting. This article explores these concepts while also contributing to the body of knowledge for pediatric healthcare providers and quality improvement (QI) practices. After completion of a reflective QI project, 50 pediatric providers including nurse practitioners, physician assistants, and physicians were surveyed utilizing the reflective practice questionnaire (RPQ) along with other QI relevant healthcare data points. The results of this research demonstrated that interprofessional providers perceived the reflective project beneficial to improve their care to the pediatric population. These perceptions were consistent with the sister QI project that revealed significant improvements in care, thus validating the perceptions of the providers. Furthermore, provider participants demonstrated statistically significant overall satisfaction with an interprofessional reflective process. Many strides have been made utilizing both concepts in the educational preparation of healthcare providers with intentions to improve healthcare outcomes. This research supports the concept that pediatric healthcare outcomes may be improved through interprofessional reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"680 - 691"},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42426001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting mentor teacher learning and reflection through audio recordings in professional development 在专业发展中通过录音支持导师教师的学习和反思

IF 1.2

Reflective Practice Pub Date : 2023-06-25 DOI: 10.1080/14623943.2023.2225425

L. Wexler

引用次数: 0

Developing and learning care units—a model for nursing students learning in clinical practice 发展和学习护理单位-护理学生在临床实践中学习的模式

IF 1.2

Reflective Practice Pub Date : 2023-06-15 DOI: 10.1080/14623943.2023.2219619

H. Holst

引用次数: 0

Supporting young children as they engage in reflective practices in the virtual classroom: Conditions, challenges and perspectives during the pandemic of the 21st Century 支持幼儿在虚拟课堂中进行反思性实践：21世纪疫情期间的条件、挑战和观点

IF 1.2

Reflective Practice Pub Date : 2023-06-06 DOI: 10.1080/14623943.2023.2222083

Jennifer Tan, Menn Sze Chua

引用次数: 0

Self-leadership through self-reflection: guiding nursing faculty in taking ownership of their teaching practices in nursing education institutions 自我反思中的自我领导：指导护理教师掌握护理教育机构的教学实践

IF 1.2

Reflective Practice Pub Date : 2023-06-05 DOI: 10.1080/14623943.2023.2222075

V. E. Matahela, G. V. van Rensburg

{"title":"Self-leadership through self-reflection: guiding nursing faculty in taking ownership of their teaching practices in nursing education institutions","authors":"V. E. Matahela, G. V. van Rensburg","doi":"10.1080/14623943.2023.2222075","DOIUrl":"https://doi.org/10.1080/14623943.2023.2222075","url":null,"abstract":"ABSTRACT The ever-changing higher education milieu calls for a new way of leadership that ensures success for faculty working in academic institutions, including nursing education institutions. Whilst the available literature describes faculty self-leadership and its benefits in broader academic environments, there is dearth of literature that describes how nursing faculty’s self-reflection could be enhanced through self-leadership. This article shares four validated guidelines related to nursing faculty taking responsibility for their self-leadership by reflecting on their teaching practices. A broad exploratory, descriptive sequential mixed-methods study was conducted with nursing faculty from two provinces in South Africa to develop guidelines to facilitate their self-leadership. Guidelines were developed based on the findings of an integrative literature review and data from the qualitative and quantitative phases. The integrated data were used to draw concluding statements. Based on these statements, guidelines for the facilitation of self-leadership in nursing faculty were developed. The four guidelines related to nursing faculty taking ownership of their self-leadership of their teaching practices relate to self-reflection, goal setting, self-development, and collaboration. Nursing faculty should be encouraged to take ownership of their teaching practices, acquaint, and align themselves to institutional values and vision, thus prompting them practice self-leadership through self-reflection.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"629 - 643"},"PeriodicalIF":1.2,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45420021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiencing pedagogical reflection as the virtue phronesis 体验教学反思是一种实践美德

IF 1.2

Reflective Practice Pub Date : 2023-05-15 DOI: 10.1080/14623943.2023.2212888

Carrie Birmingham

引用次数: 0

Clinical psychologists’ experience of cultivating reflective practice in trainee clinical psychologists during supervision: a qualitative study 临床心理学家在实习临床心理学家监督期间培养反思性实践的经验：质的研究

IF 1.2

Reflective Practice Pub Date : 2023-05-12 DOI: 10.1080/14623943.2023.2210069

S. Ooi, S. Coker, P. Fisher

引用次数: 2

Fostering cognitive control through reflection in scientific writing 通过科学写作中的反思培养认知控制能力

IF 1.2

Reflective Practice Pub Date : 2023-05-12 DOI: 10.1080/14623943.2023.2210064

T. Serra, M. Gras, Dolors Cañabate, J. Colomer

{"title":"Fostering cognitive control through reflection in scientific writing","authors":"T. Serra, M. Gras, Dolors Cañabate, J. Colomer","doi":"10.1080/14623943.2023.2210064","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210064","url":null,"abstract":"ABSTRACT This paper aims to determine the role cognitive control awareness plays in university students through their scientific writing. Results show that through an assessment-centred instruction approach embedded in reflective learning, tertiary students at a faculty of sciences can achieve greater metacognitive awareness of their learning. Fourth-year students in a physical oceanography class displayed cognitive control over established activities designed to develop their discursive writing skills (writing components included objectives, subject content, methodologies, contextualization and environmental implications on local and global scales). Scientific writing was promoted through students managing their own learning processes and cognitive control through metacognitive awareness, i.e. through a constructivist scheme embedded in formative learning. In the POST test, students scored higher primarily in the categories of writing methodologies, and bibliographies. Teacher expertise, which was mainly provided through feedback and scaffolding for student autonomy was highly valued by the students, and included considering the effects of a teacher assessing their writing and providing strategies to write a better scientific paper","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"433 - 446"},"PeriodicalIF":1.2,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44140476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reimagining reflective practice and reflective practice environments in a post pandemic world: A discussion paper 大流行后世界反思实践和反思实践环境的重新构想:讨论文件

IF 1.2

Reflective Practice Pub Date : 2023-05-11 DOI: 10.1080/14623943.2023.2210074

A. Donohoe

{"title":"Reimagining reflective practice and reflective practice environments in a post pandemic world: A discussion paper","authors":"A. Donohoe","doi":"10.1080/14623943.2023.2210074","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210074","url":null,"abstract":"ABSTRACT Covid-19, the disease caused by severe acute respiratory syndrome coronavirus 2 is recognised as one of the most challenging global events of the twenty-first Century. The detrimental impact of the pandemic resulted in high rates of infection, morbidity, and mortality, with health-care workers firmly positioned on the frontline of this unparalleled international crisis. An emerging literature detailing the impact of COVID-19 on health-care practitioners identifies high levels of depression, anxiety, and distress. Accordingly, there are calls for the implementation of effective interventions to tackle the impending spectre of psychological morbidities and staff burnout. While it is important to explore new approaches, it is also valuable to examine how existing strategies, such as reflective practice, can be repurposed to specifically address practitioner well-being. This requires a reimagining of reflective practice and a reimagining of the reflective practice contexts in which reflective activity occurs. This paper presents The Reflective Practice Integrative Framework, which illustrates how reflective practice can be used to address the complex aims of supporting effective patient care, while also facilitating practitioner well-being. The Reflective Organisational Learning Framework is also presented which can be used to develop effective reflective practice environments through single, double, and/or triple loop learning.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"509 - 523"},"PeriodicalIF":1.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41968702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0