Abstract:
:Reflective practice is widely considered to be an integral part of contemporary pedagogical practice in higher education. The integration of reflection and reflective practice into professional education curricula in areas such as nursing, education and the social sciences, has coincided with an expansion of the reflective practice literature which continues to proliferate within a range of disciplinary fields. However, an interesting paradox is beginning to emerge whereby educators who are charged with developing students reflective ability are often required to do so in the absence of practical educator-focused frameworks and/or guidelines. The purpose of this paper is to contribute to the debate by presenting the 'Blended Reflective Inquiry Educators Framework' which is designed for educators who wish to support students to develop their reflective abilities and reflective capacity. This innovative framework was developed following a two stage action research study which was designed to investigate how registered nurses can be facilitated to develop reflective practice skills and abilities. The study resulted in the development of this innovative educator's framework which uses an inquiry based, blended learning approach, to facilitate reflective practice.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Donohoe Adoi
10.1016/j.nepr.2019.06.008subject
Has Abstractpub_date
2019-07-01 00:00:00pages
96-104eissn
1471-5953issn
1873-5223pii
S1471-5953(18)30529-8journal_volume
38pub_type
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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pub_type: 历史文章,杂志文章
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