Reflection in the disability education of undergraduate nurses: an effective learning tool?
J Nurs Educ
; 45(11): 449-53, 2006 11.
Article
em En
| MEDLINE
| ID: mdl-17120862
ABSTRACT
Reflection was integrated into an undergraduate nursing curriculum, with different frameworks demonstrating the application of a structured approach to reflection. Reflection is defined as examination and exploration of an issue of concern to help create or clarify meaning. The aim of this qualitative study was to evaluate the usefulness of formal reflection in the context of undergraduate nursing education during the disability module. Twelve reflection assignments written by second-year nursing students were analyzed. The analysis indicated that students' reflection focused less on their experience of working with people with disabilities and more on their overall learning experience and coping with clinical practice. A central theme, Coping with Clinical Practice, and four subthemes were identified. Students acknowledged reflection as beneficial to their learning and linked to their clinical practice.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Enfermagem Psiquiátrica
/
Estudantes de Enfermagem
/
Pessoas com Deficiência
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Papel do Profissional de Enfermagem
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Bacharelado em Enfermagem
/
Transtornos Mentais
/
Relações Enfermeiro-Paciente
Tipo de estudo:
Diagnostic_studies
/
Prognostic_studies
/
Qualitative_research
Limite:
Adult
/
Female
/
Humans
País/Região como assunto:
Oceania
Idioma:
En
Ano de publicação:
2006
Tipo de documento:
Article