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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

Deborah K Armstrong1, Marilyn E Asselin

  • 1About the Authors Deborah K. Armstrong, PhD, RN, is an assistant professor, University of Massachusetts Dartmouth College of Nursing, North Dartmouth, Massachusetts. Marilyn E. Asselin, PhD, RN-BC, is an associate professor, University of Massachusetts Dartmouth College of Nursing. For more information, contact Dr. Armstrong at darmstrong@umassd.edu.

Nursing Education Perspectives
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Summary
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This study introduces a new reflective teaching practice for nursing faculty to improve education. The approach uses question cues, journaling, and facilitated meetings for self-evaluation and enhanced teaching.

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Faculty Development

Background:

  • Nursing education requires transformation.
  • Reflective teaching practice is crucial for educators.
  • Limited research exists on reflective practice in nursing education.

Purpose of the Study:

  • To propose an innovative reflective teaching practice approach for nursing education.
  • To explore faculty perceptions of this approach during new pedagogy implementation.

Main Methods:

  • An innovative approach combining question cues, journaling, and facilitated meetings.
  • Implementation with nursing faculty during a new pedagogy rollout.

Main Results:

  • Faculty engaged in self-examination and self-evaluation.
  • The approach provided insights into the teaching-learning experience.
  • Authors shared their perceptions of the process.

Conclusions:

  • The proposed reflective teaching practice is a viable approach for nursing education.
  • Further research is needed to explore its impact and refine the method.