Promoting reflective practice with older people: Learning and teaching strategies

Hughes, Mark; Heycox, Karen

doi:10.1111/j.1447-0748.2005.00231.x

Cited by 15 publications

(7 citation statements)

References 20 publications

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“…Empathy is a key component of emotional intelligence, and to facilitate its development one needs to provide spaces for emotional thinking (Howe, 2008). Creating a "safe space" that encourages students to share their personal experiences privately and without judgment has also been advocated by Ruben (2015).…”

mentioning

confidence: 99%

Reflective ability, empathy, and emotional intelligence in undergraduate social work students: a cross-sectional study from India

Stanley

Bhuvaneswari²

2016

Social Work Education

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The extant literature indicates that social work is a high stress profession owing to multifarious and complex demands of practice. There is also evidence of stress experienced by student trainees who aspire for a career in social work. Working with service users and the distressing life scenarios encountered on placement often involves negotiating complex emotions and requires reflective skills. Effective practice requires rapport building skills and the ability to demonstrate empathy is a core skill for effective practice. While there is a plethora of Western literature on these issues, the Indian literature has not adequately explored them. Framed against this background, this quantitative study collected data from students of all three years of their undergraduate social work course from a 'women only' college in India. Standardised instruments to assess empathy, reflective ability and emotional intelligence were administered.Statistical tests revealed a higher manifestation of these dimensions in final year students than those in the first year. Further it was seen that the total emotional intelligence and empathy scores were positively correlated. Implications of these findings for the education and training of social work students has also been discussed in this article.

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mentioning

confidence: 99%

Reflective ability, empathy, and emotional intelligence in undergraduate social work students: a cross-sectional study from India

Stanley

Bhuvaneswari²

2016

Social Work Education

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“…It requires frequent reflection on events and the practitioner's role in them. Drawing on Schön's conceptualization, Hughes and Heycox (2005) identify three key stages in reflection:…”

Section: Reflective Practice and Reflective Learningmentioning

confidence: 99%

“…The course 'Reflective Practice with Older People' has operated since 2002 and has consistently rated well in terms of student satisfaction and learning gained (Hughes & Heycox, 2005).…”

Section: The Observationsmentioning

confidence: 99%

Using Observation for Reflective Practice with Older People

Hughes

Heycox

2008

Educational Gerontology

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This article discusses the use of observation for reflective practice with older people, particularly the benefits and challenges of this learning tool. It outlines a study with 26 third-year Bachelor of Social Work students who undertook an elective course on reflective practice with older people. Using qualitative document analysis the authors found that while there were a range of challenges in conducting these observations, overall the students identified both personal and professional gains from their experiences. Particularly useful were the identification of ageist practices within the setting and the development of a degree of emotionality, criticality and reflexivity through their experiences.

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“…[14] This reflective practice is vital, as it helps health professionals to independently appraise their own performance, identifying strengths and areas that need improvement. [14] Although the literature emphasises the importance of training students how to engage in reflective practice, [15] there is a dearth of reported literature on how to teach reflection.…”

Section: Activation Of Prior Knowledgementioning

confidence: 99%

Self-regulated learning: A key learning effect of feedback in a problem-based learning context

Mubuuke

Louw

Schalkwyk

2017

AJHPE

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Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback to promote self-regulated learning in a PBL environment. Methods. This was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with health science students who had experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes. Results. Students used feedback in various ways that can lead to self-regulated learning. Their experiences were summarised into three themes, i.e. activation of prior knowledge; reflection; and formulation of a personal learning plan. From the findings, a conceptual model linking feedback and selfregulated learning in a PBL context was developed. Conclusion. In this study, we propose a conceptual model illustrating how feedback is a major activity in the critical pathway that leads to self-regulated learning.

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Promoting reflective practice with older people: Learning and teaching strategies

Cited by 15 publications

References 20 publications

Reflective ability, empathy, and emotional intelligence in undergraduate social work students: a cross-sectional study from India

Reflective ability, empathy, and emotional intelligence in undergraduate social work students: a cross-sectional study from India

Using Observation for Reflective Practice with Older People

Self-regulated learning: A key learning effect of feedback in a problem-based learning context

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