2.50
Hdl Handle:
http://hdl.handle.net/10755/150831
Type:
Presentation
Title:
Operationalizing Narrative and Reflection in Research Interventions
Abstract:
Operationalizing Narrative and Reflection in Research Interventions
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Tomlinson, Patricia, PhD, RN
P.I. Institution Name:University of Minnesota
Title:Professor Emeritus
The second paper outlines a methodology for using reflection TO DEVELOP practice. Specifically, this paper lays out three strategies used by the authors for capturing and interpreting knowledge in practice. These are reflective narrative, focus groups, and reflective practicums. Reflective narrative involves a one-to-one interview between a facilitator and nurse. This interviewing process provides a means for deliberative reflection on practice and is particularly useful for uncovering tacit knowing. Focus groups using narratives from practice provide a forum for discussion raising critical questions and facilitate transformative learning. Reflective practicums involved the use of didactic material, narrative, role modeling, and reflective practice sessions with a facilitator. This strategy was helpful for learning new content within specific practice contexts. The implications of these strategies for both nursing education and continuing education are discussed.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleOperationalizing Narrative and Reflection in Research Interventionsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150831-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Operationalizing Narrative and Reflection in Research Interventions</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Tomlinson, Patricia, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Minnesota</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor Emeritus</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">ptomli@MSN.com</td></tr><tr><td colspan="2" class="item-abstract">The second paper outlines a methodology for using reflection TO DEVELOP practice. Specifically, this paper lays out three strategies used by the authors for capturing and interpreting knowledge in practice. These are reflective narrative, focus groups, and reflective practicums. Reflective narrative involves a one-to-one interview between a facilitator and nurse. This interviewing process provides a means for deliberative reflection on practice and is particularly useful for uncovering tacit knowing. Focus groups using narratives from practice provide a forum for discussion raising critical questions and facilitate transformative learning. Reflective practicums involved the use of didactic material, narrative, role modeling, and reflective practice sessions with a facilitator. This strategy was helpful for learning new content within specific practice contexts. The implications of these strategies for both nursing education and continuing education are discussed.</td></tr></table>en_GB
dc.date.available2011-10-26T10:44:04Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:44:04Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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