Facilitation of Reflective Learning in Students to Enhance Student Support

2.50
Hdl Handle:
http://hdl.handle.net/10755/602733
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Facilitation of Reflective Learning in Students to Enhance Student Support
Author(s):
Naicker, Peggy K.; Van Rensburg, Gisela H.; Van Rensburg, Gisela H.
Lead Author STTI Affiliation:
Tau Lambda-at-Large
Author Details:
Peggy K. Naicker, RN, CCRN, peggy.naicker@lifehealthcare.co.za; Gisela H. Van Rensburg, RN
Abstract:
Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in a frequently changing context. A quantitative, explorative, descriptive study was conducted in nursing education institutions in one of the nine provinces in South Africa. A total of 121 nurse educators completed a structured questionnaire. The findings revealed that, although nurse educators agree with the importance of reflective practices in the teaching and learning environment they do not necessarily place emphasis on developing their own reflective practices.  Reflective learning was not identified as a formal learning approach in the programmes the nurse educators facilitated but the educators did attempt to include reflection in the teaching and learning activities planned. Not enough emphasis is placed on the creation of a teaching and learning environment that will enhance reflection in a non-threatening context. The deeper understanding of reflective learning comes with continued personal reflective practices. Nurse educators should be taught how to facilitate reflective learning activities and how to create an environment conducive to reflection. Through reflective teaching practices students could be supported in developing into critical thinkers hence reflective learning should be a formal teaching and learning approach in nursing curricula.
Keywords:
reflective activities; reflective practice; educators
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15RS1.68
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleFacilitation of Reflective Learning in Students to Enhance Student Supporten
dc.contributor.authorNaicker, Peggy K.en
dc.contributor.authorVan Rensburg, Gisela H.en
dc.contributor.authorVan Rensburg, Gisela H.en
dc.contributor.departmentTau Lambda-at-Largeen
dc.author.detailsPeggy K. Naicker, RN, CCRN, peggy.naicker@lifehealthcare.co.za; Gisela H. Van Rensburg, RNen
dc.identifier.urihttp://hdl.handle.net/10755/602733en
dc.description.abstractSession presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in a frequently changing context. A quantitative, explorative, descriptive study was conducted in nursing education institutions in one of the nine provinces in South Africa. A total of 121 nurse educators completed a structured questionnaire. The findings revealed that, although nurse educators agree with the importance of reflective practices in the teaching and learning environment they do not necessarily place emphasis on developing their own reflective practices.  Reflective learning was not identified as a formal learning approach in the programmes the nurse educators facilitated but the educators did attempt to include reflection in the teaching and learning activities planned. Not enough emphasis is placed on the creation of a teaching and learning environment that will enhance reflection in a non-threatening context. The deeper understanding of reflective learning comes with continued personal reflective practices. Nurse educators should be taught how to facilitate reflective learning activities and how to create an environment conducive to reflection. Through reflective teaching practices students could be supported in developing into critical thinkers hence reflective learning should be a formal teaching and learning approach in nursing curricula.en
dc.subjectreflective activitiesen
dc.subjectreflective practiceen
dc.subjecteducatorsen
dc.date.available2016-03-21T16:35:34Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:35:34Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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