2.50
Hdl Handle:
http://hdl.handle.net/10755/308789
Category:
Full-text
Type:
Presentation
Title:
Transforming Education through Reflection: Pedagogies in Action
Author(s):
Horton-Deutsch, Sara
Author Details:
Sara Horton-Deutsch PhD, CNS, RN, ANEF shortond@iupui.edu
Abstract:

Session presented on: Monday, November 18, 2013

The challenges and opportunities in developing nurses for practice have never been greater. New quality and safety science, advances in knowledge and technology, increased patient involvement, market driven health care, and altered care settings where nurses practice mandate transformation in how we educate and prepare students for practice. A new vision for transforming education that prepares nurses with advanced knowledge, judgment, skills and ethical standards calls for teaching approaches that are strong in situated and experiential learning ( Benner et al, 2010). Educational strategies that engage students in deeper understanding of classroom material by helping them to integrate clinical learning and experience prepares them to think and act in ever changing care situations and delivery systems (Sherwood & Horton-Deutsch, 2012). This symposium will present three pedagogical strategies that engage learners in critical reflection that moves students beyond acquiring new knowledge to deeper learning that questions assumptions, values and perspectives that undergird cultures of quality and safety. Critical reflection used in this systematic way helps students “make sense of experience” and can be an avenue to improve practice by questioning actions and reassessing what is known. The first presentation will introduce Tanner’s (2006) Clinical Judgment Model in the context of the QSEN competencies to demonstrate how students apply reflection to construct, deconstruct and reconstruct their experiences. Next, narrative pedagogy , a research-based, phenomenological pedagogy will be explored where faculty and students engage in co-creating experiences in which teacher and students think together and seek new ways to understand their experiences. Finally, participants will be introduced to visual thinking strategies, an aesthetic approach, to teach students to critically think on art, nature and culture as a means to develop critical thinking skills, engage in observations and meaning making, and encourage students to socially deconstruct knowledge through thoughtful discussion of art.
Keywords:
Narrative Pedagogy; Visual Thinking Strategies; Reflective Practice
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryFull-texten_GB
dc.typePresentationen_GB
dc.titleTransforming Education through Reflection: Pedagogies in Actionen_GB
dc.contributor.authorHorton-Deutsch, Saraen_GB
dc.author.detailsSara Horton-Deutsch PhD, CNS, RN, ANEF shortond@iupui.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308789-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p>The challenges and opportunities in developing nurses for practice have never been greater. New quality and safety science, advances in knowledge and technology, increased patient involvement, market driven health care, and altered care settings where nurses practice mandate transformation in how we educate and prepare students for practice. A new vision for transforming education that prepares nurses with advanced knowledge, judgment, skills and ethical standards calls for teaching approaches that are strong in situated and experiential learning ( Benner et al, 2010). Educational strategies that engage students in deeper understanding of classroom material by helping them to integrate clinical learning and experience prepares them to think and act in ever changing care situations and delivery systems (Sherwood & Horton-Deutsch, 2012). This symposium will present three pedagogical strategies that engage learners in critical reflection that moves students beyond acquiring new knowledge to deeper learning that questions assumptions, values and perspectives that undergird cultures of quality and safety. Critical reflection used in this systematic way helps students “make sense of experience” and can be an avenue to improve practice by questioning actions and reassessing what is known. The first presentation will introduce Tanner’s (2006) Clinical Judgment Model in the context of the QSEN competencies to demonstrate how students apply reflection to construct, deconstruct and reconstruct their experiences. Next, narrative pedagogy , a research-based, phenomenological pedagogy will be explored where faculty and students engage in co-creating experiences in which teacher and students think together and seek new ways to understand their experiences. Finally, participants will be introduced to visual thinking strategies, an aesthetic approach, to teach students to critically think on art, nature and culture as a means to develop critical thinking skills, engage in observations and meaning making, and encourage students to socially deconstruct knowledge through thoughtful discussion of art.en_GB
dc.subjectNarrative Pedagogyen_GB
dc.subjectVisual Thinking Strategiesen_GB
dc.subjectReflective Practiceen_GB
dc.date.available2013-12-19T17:41:17Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:41:17Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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