The process of teaching and learning about reflection: research insights from professional nurse education

Bulman, Chris; Lathlean, Judith; Gobbi, Mary

doi:10.1080/03075079.2013.777413

Cited by 28 publications

(18 citation statements)

References 35 publications

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“…Students are encouraged to analyse experience to inform future practice and thus our definition of reflection derives from Boud, Keogh, and Walker's (1985) view of reflection as a bridge between experience and learning. This supports the view proposed by Bulman, Lathlean, andGobbi (2014, 1220) that reflective education 'provides a way to learn from the complexities of practice.' Reflective practice therefore has a clear rationale and it can generate an understanding of situations and how change might be introduced and managed (Griggs et al 2015).…”

Section: Introductionsupporting

confidence: 85%

From reflective learning to reflective practice: assessing transfer

Griggs

Holden

Lawless

et al. 2016

Studies in Higher Education

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A key attribute of reflective practice is its capacity for ongoing purposeful learning in relation to changing and demanding professional work. The teaching of reflective learning techniques in management education is intended to promote deep-level learning and the application of critical thinking to oneself, personal experience and the work environment. However, we lack empirical evidence that the teaching of reflective learning leads to enhanced reflective practice in professional work. This study provides an examination of reflection in work post formal education. It reports on interviews with eighteen Human Resource professionals. Reflection does not get 'left behind' on completion of formal teaching but there is not an even or simple process of transfer to a work context. Likewise, there was not a slavish adherence to reflective techniques but rather some evidence that students were able to translate their learning into something meaningful for their practice.

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Section: Introductionsupporting

confidence: 85%

From reflective learning to reflective practice: assessing transfer

Griggs

Holden

Lawless

et al. 2016

Studies in Higher Education

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“…Scholars interested in understanding reflective processes forge ahead by using systematic approaches to identify commonalities of language that describe reflection, thus, adding clarity. Bulman et al asserts that facilitation of reflection improves reflective capacity. To Kember et al., “reflection operates through a careful re‐examination and evaluation of experience, beliefs and knowledge” (p. 370).…”

Section: Resultsmentioning

confidence: 99%

“…4,5,13 Scholars interested in understanding reflective processes forge ahead by using systematic approaches to identify commonalities of language that describe reflection, thus, adding clarity. Bulman et al 5,11 asserts that facilitation of reflection improves reflective capacity. To…”

Section: Linguistic Principle: Is the Concept Used Consistently And Amentioning

confidence: 99%

“…Yet, knowledge surrounding the process and assessment of reflection varies across disciplines. We know that reflective processes improve with expert facilitation and individual practice . Therefore, as we move from an apprentice model of learning to a professional model of scientific inquiry, there is an imperative to understand reflection as a distinct process.…”

Section: Introductionmentioning

confidence: 99%

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The process of reflection: A principle-based concept analysis

Sadlon

2018

Nurs Forum

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The purpose of this paper is to evaluate the concept reflection as a process using a principle-based method of analysis that acknowledges the philosophical premises of formal cognitive operations (experiencing, understanding, judging, and deciding) espoused by Bernard Lonergan. The aim is to understand how we think and process cognitively in reflection while developing consciousness in knowing. Using Lonergan's formal cognitive operations adds a philosophical perspective and structure to the concept. Fostering the enactment of reflection is a complex process, but it is vital for nursing science and disciplinary advancement.

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“…From interviews conducted by Lathlean, Hagger and McIntyre (1977), it emerged that mentors did not know what their role entailed until they actually began working as teacher mentors. In many cases, there is the impression that, instead of learning primarily from a well-organized, structured training program, teacher mentors learn about their role mainly from haphazard encounters with information sources: instructions issued by pedagogical instructors, meetings with other teacher mentors, refresher training sessions offered by the training institutions (Lathlean et al, 1997) and chiefly their own practical experience (Bulman, Lathlean and Gobbi, 2014). Scholars (e.g., Calderheard and Shomek, 1997;Richardson-Koehler, 1988) define this kind of knowledge as intuitive knowledge based on trial and error.…”

Section: Identification Of the Teacher Mentor's Needsmentioning

confidence: 99%

The Teacher Mentor’s Need for Pedagogical Instruction at Bethlehem University

Mizel¹

2017

Journal of Educational and Social Research

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The professional literature extensively discusses the needs of the student for emotional and cognitive development; this topic has been neglected in connection with pedagogical instruction. A prominent scholar who deals with this topic is A.H. Maslow (1956) females -who participated in an action research study on the topic of pedagogical instruction. The central tools chosen for this study were interviews, documentation and observation of a course in the process of its being taught. The findings point to the difficulty teacher mentors encounter in the fulfillment of their needs, including even their basic needs, and to the result that the teacher mentors' feelings of alienation and their distrust of pedagogical instruction makes it hard for them to build a cooperative relationship.One of the recommendations is to develop an organizational structure that will invite all the participants in the pedagogical instruction encounter to work together so that they will all feel that they are vital to the success of their fellow participants.

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The process of teaching and learning about reflection: research insights from professional nurse education

Cited by 28 publications

References 35 publications

From reflective learning to reflective practice: assessing transfer

From reflective learning to reflective practice: assessing transfer

The process of reflection: A principle-based concept analysis

The Teacher Mentor’s Need for Pedagogical Instruction at Bethlehem University

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