Using Structured Clinical Preparation to Stimulate Reflection and Foster Critical Thinking

Smith, Blenda E; Johnston, Yvonne

doi:10.3928/0148-4834-20020401-09

Cited by 8 publications

(1 citation statement)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The decision to adopt the Facione, Facione, and Giancarlo (1997) position stems from its breadth, which encompasses the majority of the other definitions. Reflection is included because it is repeatedly identified as vital to the development of critical thinking among health-care students and practitioners (Smith & Johnston, 2002), which is clearly related to the prominence that reflective practice holds in the health field in general (Daroszewski, Kinser, & Lloyd, 2004;Kennison & Misselwitz, 2002;Kessler & Lund, 2004;Kluge, 2004).…”

Section: Canadian Journal Of University Continuing Educationmentioning

confidence: 99%

Critical Thinking in the Online Nursing Education Setting: Raising the Bar

Carter

Rukholm

Mossey

et al. 2006

CJUCE

View full text Add to dashboard Cite

This article explores the effectiveness of writing to help nurse-learners develop critical thinking in an asynchronous, online learning environment. The formal written assignments of students in an online nursing health assessment program were analyzed for evidence of critical thinking according to Johns’ Model of Structured Reflection (Johns, 1995) based on Carper’s Ways of Knowing in Nursing (Carper, 1978), as well as for growth in discipline-specific writing. Informal contributions by participants and the instructor were studied for evidence of interaction. Results indicated that the online learning environment provided an effective forum that facilitated critical thinking and reflection through writing.

show abstract

Section: Canadian Journal Of University Continuing Educationmentioning

confidence: 99%

Critical Thinking in the Online Nursing Education Setting: Raising the Bar

Carter

Rukholm

Mossey

et al. 2006

CJUCE

View full text Add to dashboard Cite

show abstract

Demystifying the OR for Baccalaureate Nursing Students

Cooper

Bowers²

2006

AORN Journal

View full text Add to dashboard Cite

Students in baccalaureate nursing programs often receive minimal exposure to specialty areas such as perioperative nursing, and new nurses may therefore fail to consider perioperative nursing as a potential practice area. Instructors from one college of nursing partnered with local hospitals to develop a program to introduce baccalaureate nursing students to the perioperative nursing specialty. This partnership program had positive outcomes for the college, the health care facilities, and the students. Six nursing students pursued careers in perioperative nursing after graduation.

show abstract

Reflection before and after clinical practice—Enhancing and broadening experience through self‐, peer‐ and teacher‐guided learning

Botelho

Bhuyan

2020

Eur J Dental Education

View full text Add to dashboard Cite

Introduction This paper explores a novel pedagogy surrounding students’ clinical practice sessions. Before each clinical session, student clinical groups meet and each student presents their treatment planned for that session. The teachers question their understanding and explore “what‐if” and other management scenarios. Peers in the clinical group observe the presentation and learning dialogue. After the clinical session, students gather on the clinic to debrief their performance with the tutor. Peers observe this dialogue, the shared clinical experience. This paper explores students’ perceptions of reflection before action and reflection on action surrounding their clinical practice. Methods Focus groups were conducted to explore this phenomenon and to create a questionnaire, which was administered to the whole class. Transcriptions of the focus groups and open‐ended response in the questionnaire were subjected to a thematic analysis to identify emerging themes and supported by closed‐ended question responses. Results Briefing sessions before clinical sessions helped students identify problems and clear doubts before entering clinics. Students were able to recall and rehearse the clinical procedural knowledge and felt well prepared and confident for patient care. Student sharing of knowledge with peers provided a broader learning experience and helped gain confidence. Students also reported to learn from the teacher facilitating their preparation for the session. Debriefing sessions after the clinical session allowed reflection and learning including error correction on their own and peer experiences. Students learnt personally, from peers and from the teacher, and emphasised the importance of the student‐teacher relation. Conclusions Briefing and debriefing sessions were highly valued by students for preparation and learning on clinics and in learning from peers. Briefing sessions cleared misunderstanding, prevented errors, broadened procedural knowledge and improved both confidence and clinical experience. Debriefing sessions facilitated reflective practice, error correction and prevention, and helped gain insights from teachers’ own experience and perspectives.

show abstract

Using Structured Clinical Preparation to Stimulate Reflection and Foster Critical Thinking

Cited by 8 publications

References 15 publications

Critical Thinking in the Online Nursing Education Setting: Raising the Bar

Critical Thinking in the Online Nursing Education Setting: Raising the Bar

Demystifying the OR for Baccalaureate Nursing Students

Reflection before and after clinical practice—Enhancing and broadening experience through self‐, peer‐ and teacher‐guided learning

Contact Info

Product

Resources

About