Students' and teachers' experiences of participating in the reflection process 'THiNK'
| Autor: | Kristin Ådnøy Eriksen, Hellen Dahl |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Process (engineering)
media_common.quotation_subject Sample (statistics) Bachelor Educational design research Education Thinking 03 medical and health sciences 0302 clinical medicine Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Humans Medicine 030212 general & internal medicine Nurse education Reflection (computer graphics) General Nursing media_common 030504 nursing Norway business.industry Professional development Awareness Focus group Faculty Nursing Students Nursing 0305 other medical science business |
| Zdroj: | Nurse Education Today. 36:401-406 |
| ISSN: | 0260-6917 |
| DOI: | 10.1016/j.nedt.2015.10.011 |
| Popis: | Summary Objectives Reflective journal writing in clinical practice is used as a tool in bachelor programs in nursing. The reflection process THiNK was developed to enhance students' reflection processes. It was tailored to the needs of a nursing programme (in Norway) as former studies showed that many students had superficial level of reflection in their reflective journals, few students applied knowledge to their reflections and some met unprepared in the guided reflection groups. The teachers had inconsistent focus on the importance of reflection as a way of learning. This study aimed to describe students' and teachers' experiences of participation in reflection processes. Design and method The development of THiNK is inspired by educational design research. This study used focus groups to gain insight into students' and teachers' experiences of the reflection processes. Data were analysed using qualitative content analysis. Participants and setting The empirical sample included 5 focus groups with 28 students and 7 teachers in a bachelor nursing program at a University College in Norway. Results The themes were as follows: stop and verbalise the experiences, stimulate and support the reflection processes and develop a conscious attitude. The students became aware of themselves and their own execution. The teachers and reflection groups were crucial in order to learn to see the complexity of a given situation and helped draw connection between the situation and the theoretical knowledge. Conclusions Enhancing students' professional development requires attention to facilitation skills as well as other contextual factors. Readiness in the culture can be ensured by tailoring frameworks of reflection that replies to students' and teachers' requests. Participating in reflection processes facilitates integration of modes of thinking when dealing with clinical situations. |
| Databáze: | OpenAIRE |
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