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Reflections on a methodology for analyzing professional practice and its possible use in nursing
Carla Aparecida Spagnol1, Béatrice Lorence2, Virginie Dufournet-Coestier3
1Universidade Federal de Minas Gerais, Escola de Enfermagem, Belo Horizonte, MG, Brazil.
Revista Da Escola De Enfermagem Da U S P
|February 28, 2019
Summary
This study explores how the Training Group to Analyze Educational Situations (Training Group to Analyze Educational Situations) methodology fosters critical thinking in nursing professionals. It enhances reflective practice and professional identity development in healthcare teams.
Area of Science:
- Nursing Education
- Professional Development
- Healthcare Practice
Background:
- Nursing practice requires critical reflection to avoid becoming mechanistic.
- Training nursing professionals from a critical and reflective perspective is essential.
- The authors' experience and theoretical background informed this study.
Purpose of the Study:
- To analyze the contributions of the Training Group to Analyze Educational Situations (Training Group to Analyze Educational Situations) methodology.
- To evaluate its effectiveness in training reflective nursing professionals.
- To enhance critical thinking and professional identity in nursing.
Main Methods:
- Utilized the analytical methodology of the Training Group to Analyze Educational Situations (TrainingGroup to Analyze Educational Situations) professional practice.
- Involved group analysis of professional situations facilitated by a leader.
- Focused on establishing a safe environment for hypothesis development and skill-building.
Main Results:
- The methodology provides a platform for reflective thinking.
- It respects diverse participant roles and speaking times.
- It supports the development of analytical and reflection skills.
Conclusions:
- The Training Group to Analyze Educational Situations (Training Group to Analyze Educational Situations) methodology facilitates reflective practice in nursing.
- It contributes to building a strong professional identity.
- It encourages a critical approach to nursing knowledge, know-how, and know-to-be.
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