Download or read book Understanding Reflection from the Perspective of Baccalaureate Nursing Students written by Deborah Ann Greenawald and published by . This book was released on 2010 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Baccalaureate Nursing Students Reflection on Their Caring Practice Through Creating and Sharing Story Poetry and Art written by A. Lynne Wagner and published by . This book was released on 1998 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding Baccalaureate Nursing Students Reported Experiences in the Application of Learned Theory to Clinical Practice in the Critical Care Setting written by Linda H. Warren and published by . This book was released on 2014 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critical care units are environments of elevated stress and high acuity that require educated, knowledgeable and skilled practitioners. To function in such settings, nurses must be reflective, life-long learners who are ready to adjust to the rapidly changing landscape of critical care medicine. The purpose of this qualitative research study was to investigate the reported experiences of undergraduate baccalaureate nursing students' in their application of learned theory to clinical practice following a rotation in the critical care setting through Schön's (1983) theoretical framework of reflective practice and more particularly will examine reflection-on-action. Baccalaureate nursing students were questioned regarding their use of reflective practice which was categorized as metacognitive knowledge (self-knowledge), metacognitive experiences (task-knowledge) as well as metacognitive strategies (planning-knowledge). These students reported that their reflective practice was related to the transition of classroom theory to a practiced skill based understanding obtained through the development of their critical thinking skills. Students also reported the development of a holistic understanding of the professional nurse role. This examination supports changes in baccalaureate nursing curricula that could aide students in the assimilation of theoretical knowledge into clinical practice, thereby increasing experiential learning through the reflective process. Nurse educators should provide experiences that promote critical thinking skills. In addition, recommendations for research could consider what undergraduate baccalaureate nursing faculty report regarding how to promote student experiences in collaborative communication in a multi-disciplinary environment that examines faculty at public and private institutions.

Download or read book Teaching and Learning in Nursing written by Gregor Stiglic and published by BoD – Books on Demand. This book was released on 2017-05-17 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: A significant body of knowledge is the basis for a holistic, caring and scientific evidence-based nursing education in practice for professional development. Quality teaching leads to good learning and both aspects are two of the main issues of quality assurance in nursing education today. To begin with, not all nursing students have the same levels of motivation or learning abilities. It is with cognisance of providing quality care for patients that the role of the nurse educator has to be to enhance nursing students' learning using scientific evidence based teaching. Research around teaching and learning processes is an important part of the delivery of quality education, which in turn impacts on students' learning results and experiences, thereby, ensuring holistic biopsychosocial care to patients. The main aim of teaching and learning in nursing, at all levels, is to enhance the nurses' contribution to assist the individuals, families and communities in promoting and preserving health, well-being and to efficiently respond to illnesses. We hope that this book can be used as a resource to increase the body of knowledge in teaching and learning in nursing, thereby enhancing the role and contribution of health care professionals to clinical practice.

Download or read book The Student Nurse s Guide to Successful Reflection Ten Essential Ingredients written by Nicola Clarke and published by McGraw-Hill Education (UK). This book was released on 2017-11-16 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an easy to read, practical guide that will show you what reflection is and how you can do it successfully. Assuming no prior knowledge, it introduces you to ten essential ingredients to becoming an effective reflective practitioner. Chapters will equip you with evidence-based understanding and ideas for application to your own situation, and support you to become an emotionally resilient, self-aware individual who can reflect and improve on your practice. In clear and supportive language, Nicola Clarke will guide you on your journey to developing the crucial reflection skills you need for your career as a nurse. The book includes: • A step by step exploration of what reflection involves • Ways to develop the skills you will need to do your own reflection • A ‘how-to’ approach to using reflective models • Practical and jargon-free guidance on how to reflect • A chapter on reflective writing • Chapters about qualities you will need in your reflection, such as being person-centred and empathetic The Student Nurse’s Guide to Successful Reflection is a must-have text for all nursing students as well as useful reading for those involved in supporting them. With a Foreword by Theo Stickley, Associate Professor, University of Nottingham, UK. “Reflection is a ‘way of being’ encompassing many ingredients. Clarke, with great thoroughness and care, introduces these, constructively supporting students towards developing self-insight and understanding of others. Her advice, explanations, illustrations and exercises are lucid and paced, helping nurses towards sufficient strength to undertake the developmental change which effective reflective practice brings. And to become practitioners who are far more than competent: nurses who are calmly self-aware, receptive and perceptive.” Gillie Bolton, PhD, former Senior Research Fellow, Medicine and the Arts, King’s College London, UK "Reflection is a much discussed topic in nursing, but some students find it difficult to reflect on their own practice. Nicola Clarke’s ten essential ingredients provide a clear and explicit guide to effective reflective practice and as such this should be a key text for all student nurses. The chapters of this new text offer clear learning outcomes, practical advice and models to follow in order to develop a genuine, honest and balanced reflective writing style. It is an engaging and informative read which promotes understanding of this important process." Anita Savage Grainge, RMN, RGN, RNT, Senior Lecturer, University of York, UK “An engaging book, which deals with the complexity of reflection in a clear, logical and in-depth manner. Developed around her extended definition of reflective practice, Clarke clearly and logically enables the reader to build their understanding of reflective practice by focusing on her ten ingredients. The structure of the book, focusing on two ingredients in each chapter, allows Clarke to provide clarity whilst at the same time showing the reader how the ingredients fit together to build a whole that is greater than the sum of its parts. The focus on critical and analytic skills as well as person-centredness based on Rogers’ core conditions provides a strong theoretical basis for students to understand reflective practice. The use of questions and examples throughout are engaging and will be useful for students and tutors alike. I think this book will be excellent for all healthcare workers – students and qualified alike. Whilst it is aimed at nurses, the principles apply across healthcare. I think it is a real gem and certainly the best book I have read about reflective practice.” Dr Rosie Stenhouse, Nursing Studies, University of Edinburgh, UK “Readers, I anticipate, will find this book informative, challenging and rewarding. It will, however, require focus and concentration to absorb and digest the considerable information the author has gleaned over many years. The book draws on extensive reading, research, teaching and observation of how individuals grow and develop as a result of adopting reflection into their daily lives. Warming to the style and content of the book, I was relieved to find that, unlike some others that approach the same topic, it does not purport to convey the essence and benefits of reflection by utilising inaccessible language, relying on unintelligible descriptions and conflating disparate models to a point where students are left bewildered and at a loss to know how to start their reflective practice. Much of the appeal of this book is that it is clearly written, logically presented and readily accessible, avoiding the jargon that sometimes characterises narratives about reflection. The reader will be impressed by the thoughtful layout which is designed to show that the acquisition of knowledge is not reducible to a set of simple tasks. It is the result of being able to manage the process of deepening one’s understanding of reflection, internalising its values and cognitive practices and applying its behavioural components to the various forms of engagement that nurses enter into in the course of their work. Acquiring self-knowledge is not a one-off activity, but a life-long incremental process. Three voices permeate the text – that of students, theorists and the author - each providing different perspectives which are skilfully integrated. The text could be used by students working alone or in groups, or it could provide thematic material running across several modules. While informative, it is not prescriptive. Students are encouraged to undertake exercises which are designed to deepen their understanding of and internalise what they have learned whilst constantly analysing what reflection means to them and how they elect to put it into practice. I was especially pleased to see the importance of emotions in the learning process recognised and how Socratic learning methods can become part of the behavioural repertoire of the student. A subtext in the book relates to inclining students to assume responsibility for their own learning which requires them to realise what it is that has to be achieved and recognise when it has been attained. I was impressed by this book and the conversational tone of the narrative. It recognises that the learning mind is vulnerable and that inducting students into exploring what it is to be human is one of the highest forms of care. I imagine that important reasons for writing this book at this time are the ever-expanding content of curricula, the excessive demands on lecturing staff, and the relentless pressure in clinical settings which mean that many staff do not have the time to stand back, take stock and review where they have got to. I believe Nicola Clarke has made a significant contribution to nursing literature in highlighting an aspect of learning that can only become more important as further changes take place in health care provision. This text would be high on my reading list were I to start my nurse training over again.” Peter Nolan, Professor of Mental Health Nursing (Emeritus) “Reflection is often a misunderstood concept for nursing staff. This book demystifies what is essentially a complex subject and makes it accessible in an easy to read format. Nicola Clarke’s passion for reflection shines throughout this book. As you progress there are a number of exercises and action points which allow you to experience the reflection process in your own learning. This is supplemented with case studies which bring the learning to life. Each chapter also benefits from a succinct end of chapter summary to reinforce your understanding. I would like to commend the author as this is a well-timed addition to the body of knowledge for mental health nursing students and is relevant now as it will be in the future. I would recommend this book to all nurses and I will be referring my students to this book as an essential text on their journey to discover their reflective voice.” Manyara N Mushore, Course Director, BSc Mental Health Nursing, London South Bank University, UK

Download or read book Baccalaureate Nursing Students Perceptions of Empowerment and Reflective Thinking Over Time written by Kristen L. Lethbridge and published by . This book was released on 2010 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Reflective Writing Interventions on Critical Thinking Skills and Dispositions of Baccalaureate Nursing Students written by Jessica L. Naber and published by . This book was released on 2011 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of critical thinking as an outcome for students graduating from undergraduate nursing programs is well-documented by both the American Association of Colleges of Nursing (AACN) and the National League for Nursing (NLN). Graduating nurses are expected to apply critical thinking in all practice situations to improve patient health outcomes. Reflective writing is one strategy used to increase understanding and ability to reason and analyze. The lack of empirical evidence regarding the effectiveness of reflective writing interventions on increasing critical thinking skills supports the need for examining reflective writing as a critical thinking strategy. The purpose of this study was to test the effectiveness of a reflective writing intervention, based on Paul's model of critical thinking, for improving critical thinking skills and dispositions in baccalaureate nursing students during an eight-week clinical rotation. The design for this pilot study was an experimental, pretest-posttest design. The sample was a randomly assigned convenience sample of 70 baccalaureate nursing students in their fourth semester of nursing school at two state-supported universities. All participants were enrolled in an adult-health nursing course and were completing clinical learning experiences in acute care facilities. Both groups completed two critical thinking instruments, the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI), and then the experimental group completed a reflective writing intervention consisting of six writing assignments. Both groups then completed the two tests again. Results showed a significant increase (p=0.03) on only the truthseeking subscale on the CCTDI for the experimental group when compared to the control group. Some other slight differences on subscale scores could be accounted for by the institution, age, ethnicity, and health care experience differences between the control and experimental groups. Strengths of this study included the innovative intervention and the convenient format of intervention administration, completion, and submission. Limitations of the study included institutional differences, the eight-week commitment, and the lack of control of some aspects of the study environment. Evaluation of the qualitative data, replication in a larger sample, inclusion of different levels of students, and alternative design of assignments are all areas for future research.

Download or read book The Student Nurse s Guide to Successful Reflection Ten Essential Ingredients 2e written by Nicola Clarke and published by McGraw-Hill Education (UK). This book was released on 2024-03-25 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: “This book is an engaging and enlightening read. I highly recommend it to all personal tutors, academic advisors and anyone in higher education who guides students to learn more about themselves.” Dr David Grey, UK Advising and Tutoring Association CEO “This book provides a unique, engaging, perspective on successful reflection, which is a welcome addition to the arduous academic textbooks on offer.” Shelley O’Connor, Senior Lecturer in Mental Health Nursing, Liverpool John Moores University, UK “The second edition of this essential book continues to provide practitioners with an accessible and thorough account of reflection’s essential ingredients.” Dr Marc Roberts, Visiting Lecturer, Faculty of Health, Education, and Life Sciences, Birmingham City University, UK This book is an easy to read, practical guide that will show you what reflection is and how you can do it successfully. Assuming no prior knowledge, this fully revised and updated text utilises the established ten essential ingredients of reflection from the first edition. It builds on this foundation to develop much needed reflective skills with new and updated chapters, enabling you to apply complex reflective theory and become an effective reflective practitioner. In clear and supportive language, Nicola Clarke will equip you with evidence informed understanding and ideas for application to your own situation, and support you to become an emotionally resilient, self-aware individual who can reflect and empower yourself to become the best version of you. This book includes: • Expansion beyond nursing to include those who study any subject in allied health and the related fields where reflection is a requirement. • New chapters exploring what reflection is, reflective writing for academic purpose, guided reflection, and new frameworks to support reflection. • A ‘how to approach’ using exercises for and examples from Health, Education and Life Sciences (HELS) and the everyday – reflection and reflective practice made real. • Authentic, jargon free writing that speaks to and is inclusive of the reader. • Information that will empower you to reflect correctly and inform how you receive, and who you allow to support guided reflection in you. This book is a must-have text for all students of nursing, allied health, social work and all fields where an understanding of self and reflection is required. Dr Nicola Clarke is a senior lecturer and doctoral supervisor for the faculty of Health, Education and Life Sciences (HELS) at Birmingham City University, UK.

Download or read book The Process of Using Reflective Journaling in Nursing Education written by Cynthia Diane Aaron and published by . This book was released on 2013 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing students are frequently given an assignment to use reflective journaling to record their thoughts about critical events, particularly in the clinical setting. There is a large amount of research available related to the use of reflective journaling and the outcome this pedagogical strategy has on student learning. However, research related to the process a nurse educator follows when reflective journaling is used as an assignment is limited and not well defined. The specific aims of the study were to describe and develop a reflexive understanding of the process followed, understand how nurse educators construct meaning of reflective journaling as an assignment, to describe nurse educators' experience with reflective journaling, and to identify insights nurse educators in this study have to share with other nurse educators concerning their use of reflective journaling in nursing curriculum. The researcher used a qualitative methodology, constructivist grounded theory, to explore this phenomenon. Semi-structured interviews were used to collect data from nurse educators (n = 7) who use reflective journaling with baccalaureate nursing students in nursing programs in the southeast. The reflective journaling process used by nurse educators in this study proceeds through three phases: informing students, evaluating journals, and providing feedback. Factors influencing success of the process include: acknowledging time constraints, allowing student voice, committing to the process, emphasizing reflection, encouraging others, ensuring confidentiality, establishing student trust, knowing what is expected, knowing what students are doing, providing support, recognizing that all students do not embrace reflective journaling, valuing journaling, and identifying evidence of student growth. The findings will contribute to nursing education by adding to the current body of knowledge related to reflective journaling. Specifically, findings will assist nurse educators who currently use reflective journaling and others who may be interested in using this pedagogical tool create learning environments which foster the utility of its potential in nursing education.

Download or read book Use of a Shadow the Nurse Intervetion in Early Baccalaureate Nursing Education and Its Influence on Professional Role Perspectives written by Monika S. Schuler and published by . This book was released on 2015 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing students experience a great discrepancy between their ideal views of nursing obtained while in school and the realities of practice (Chappy, Jambunathan, & Marnocha, 2010). A key issue is role discrepancy which has been shown to result in difficult transitions into nursing and reality shock for the newly licensed nurse (Duchscher, 2009; Hickey, 2010; Young, Steunkel, & Bawel-Brinkley, 2008). Using the Reflection, Feedback, and Restructuring model as a conceptual framework, this study sought to examine if a shadow the nurse experience (STN) for novice baccalaureate nursing students led to a transformation in professional nursing role perceptions and goal development. Twelve sophomore level nursing students enrolled in a baccalaureate nursing program shadowed a registered nurse for a total of 16 hours and responded to guided reflective questions before and after the experience. Reflections were analyzed and synthesized through an interpretative phenomenological lens resulting in three themes related to role development before and three themes related to role development after the shadowing experience. Overall respondent's perspectives changed from a focus of the nurse as a primary caregiver in a hierarchal structure to a broader perspective recognizing the complexity of nursing and what it means to care. Additionally students linked practice to classroom learning and developed academic goals to address anticipated learning needs.

Download or read book Guided Reflection written by Christopher Johns and published by John Wiley & Sons. This book was released on 2011-06-13 with total page 487 pages. Available in PDF, EPUB and Kindle. Book excerpt: "...an important text for practitioners...this text is a valuable tool that develops self-inquiry skills." Journal of Advanced Nursing Reflection is widely recognised as an invaluable tool in health care, providing fresh insights which enable practitioners to develop their own practice and improve the quality of their care. Guided Reflection: A Narrative Approach to Advancing Professional Practice introduces the practitioner to the concept of guided reflection, in which the practitioner is assisted by a mentor (or 'guide') in a process of self-enquiry, development, and learning through reflection in order to effectively realise one’s vision of practice and self as a lived reality. Guided reflection is grounded in individual practice, and can provide deeply meaningful insights into self-development and professional care. The process results in a reflexive narrative, which highlights key issues for enhancing healthcare practice and professional care. Reflection: A Narrative Approach to Advancing Professional Practice uses a collection of such narratives from everyday clinical practice to demonstrate the theory and practicalities of guided reflection and narrative construction. In this second edition, Chris Johns has explored many of the existing narratives in more depth. Many new contributions have been added including several more innovative reflections, such as performance and art.These narratives portray the values inherent in caring, highlight key issues in clinical practice, reveal the factors that constrain the quest to realise practice, and examine the ways practitioners work towards overcoming these constraints.

Download or read book Theory and Research for Academic Nurse Educators written by Rose Utley and published by Jones & Bartlett Learning. This book was released on 2011 with total page 421 pages. Available in PDF, EPUB and Kindle. Book excerpt: Theory and Research for Academic Nurse Educators: Application to Practice is an essential guide to nursing education theory, research and it's application in the classroom. Designed for the nurse educator, this comprehensive guide is focused around the National League for Nursing's eight core competencies for academic nurse educators. This textbook contains an overview of the academic nurse educator role, core competencies, strategies for applying theory and research-based knowledge to further professional development. This text is an ideal resource for nurses preparing for the Certified Nurse Educator Exam (CNE) and nursing education students.

Download or read book Emerging Perspectives written by Nora K. Clark and published by . This book was released on 2004 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reflective Journaling written by Cynthia D. Aaron and published by LAP Lambert Academic Publishing. This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing students are frequently given an assignment to use reflective journaling to record their thoughts about critical events, particularly in the clinical setting. There is a large amount of research available related to the use of reflective journaling and the outcome this pedagogical strategy has on student learning. However, research related to the process a nurse educator follows when reflective journaling is used as an assignment is limited and not well defined. This book delineates the process a nurse educator follows when using reflective journaling with baccalaureate nursing students. Nurse educators described the process of using reflective journaling in phases. The phases of the process and the factors which influence the process are analyzed using a qualitative methodology. The analysis includes examples and illuminates the use of reflective journaling and should assist nurse educators and educators in general who may be interested in utilizing this pedagogical strategy with their student populations.

Download or read book Ustav Tenishevskago Uchilishcha v Petrograde written by and published by . This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Annual Review of Nursing Education Volume 3 2005 written by Marilyn H. Oermann, PhD, RN, FAAN and published by Springer Publishing Company. This book was released on 2005-02-18 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This series presents innovations in nursing education, written in an easy-to-read manner with a focus on practical information for teachers. Presented by the nurse eductors pioneering these advances and focused on the practice of teaching accross settings, this review is written for nurse educators in associate, baccalaureate, and graduate nursing programs, staff development, and continuing education. Volume 3 presents a rich array of strategies and experiences that can enrich your teaching.

Download or read book The Use of Reflection and Inquiry in an Online Clinical Post conference written by Karen A Zapko and published by . This book was released on 2013 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: An important goal of nursing education is to produce graduates who are problem solvers and competent clinical practitioners able to practice in a very complicated health care environment; reflection and inquiry are two ways to accomplish this goal. This qualitative study explored how eight senior baccalaureate nursing students developed in their ability to utilize reflection and inquiry at higher stages over time through the use of the online clinical post-conference conducted as an asynchronous discussion board. Transcripts of participant postings were examined weekly to determine the stage of reflection and inquiry displayed and a comparison was done to determine if the stages increased over time. Boud's model of the reflective process and the practical inquiry model of Garrison, Anderson, and Archer provided the theoretical framework for this study. Findings from this study demonstrated that participants developed in their ability to utilize reflection and inquiry at higher stages over time by engaging in the online clinical post-conference and that the online clinical post-conference was an effective venue that encouraged the use of reflection and inquiry. The social aspect of the online clinical post-conference (reading others' posts, having others read and comment on their posts, and asking each other questions) was seen as promoting learning from peers. Findings of this study could be used by nurse educators to change their pedagogy to produce nurses who learn from experiences and are lifelong learners. Nurse faculty should consider incorporating the use of reflection, inquiry, and the online clinical post-conference in all clinical courses.