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Contextual learning: a reflective learning intervention for nursing education.

Susan G Forneris¹, Cynthia J Peden-McAlpine

¹College of St. Catherine, USA. sforneris@hotmail.com

International Journal of Nursing Education Scholarship

|May 2, 2006

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Contextual learning, integrating narrative and reflective practice, enhances critical thinking in nursing education. This approach helps students connect content knowledge with real-world context for improved clinical reasoning.

Area of Science:

Nursing Education
Pedagogy
Clinical Reasoning

Background:

Traditional nursing education often struggles to bridge theoretical knowledge with practical application.
Developing critical thinking skills is essential for effective nursing practice.
New pedagogical approaches are needed to enhance students' ability to think dynamically in clinical settings.

Purpose of the Study:

To explore the design and methodology of contextual learning as a reflective intervention for nursing education.
To examine how narrative pedagogy and reflective practice can be integrated to foster critical thinking in nursing students.
To provide examples of implementing contextual learning with novice nurses.

Main Methods:

Expository paper detailing the design of contextual learning.

Related Experiment Videos

Overview of critical thinking and narrative as foundational elements.

Case examples of implementation with novice nurses.

Main Results:

Contextual learning, incorporating narrative and reflection, shows promise in developing critical thinking.
The intervention facilitates the integration of content knowledge with contextual understanding.
Implementation with novice nurses provides a basis for refinement.

Conclusions:

Contextual learning offers a valuable framework for nurse educators to cultivate critical thinking.
Reflective practice and narrative pedagogy are key components for dynamic thinking in nursing.
Further refinement of contextual learning is recommended for nursing students.