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Related Experiment Video

Updated: Jul 3, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Experience based learning (EBL): Exploring professional teaching through critical reflection and reflexivity.

Fiona Murphy¹, Fiona Timmins

¹School of Nursing and Midwifery, 24 D'Olier Street, Trinity College Dublin, Dublin 2, Ireland.

Nurse Education in Practice

|July 8, 2008

Summary

This summary is machine-generated.

Novice nurse educators improved teaching by using reflective action research and the understanding-action-evaluation cycle. This approach enhanced confidence and teaching methods within their practice community.

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Area of Science:

Nursing Education
Educational Research
Professional Development

Background:

Novice nurse educators often face challenges in developing effective teaching practices.
Reflective practice is crucial for professional growth in educators.
Action research offers a framework for educators to study and improve their own practice.

Purpose of the Study:

To explore the teaching practices of a novice nurse educator.
To investigate the impact of reflective action research on teaching confidence and methods.
To identify effective strategies for supporting novice teachers in nursing education.

Main Methods:

Utilized Rolfe's reflexive action research model.
Employed a reflective journal for data collection.
Incorporated colleague feedback to inform the understanding-action-evaluation (UAE) cycle.

Main Results:

Identified didactic lectures as a preferred teaching method, linked to a lack of confidence.
Personal reflection and peer collaboration led to improvements in teaching practice.
Gained insights into the community of practice regarding teaching methods.

Conclusions:

Reflective practice models focusing on work-based learning support novice teachers in nursing.
Action research frameworks can facilitate theory development from in-depth reflection.
Continued reflection and peer support are vital for enhancing nurse educator effectiveness.