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Developing the reflective teacher
1Faculty of Nursing, University of Manitoba, Winnipeg, Canada.
Journal of Advanced Nursing
|June 1, 1997
Summary
This paper explores reflection in nursing education, examining its strengths, limitations, and impact on developing reflective thinking skills for nurse educators. Strategies are suggested to improve reflective practice and teaching.
Area of Science:
- Nursing Education
- Reflective Practice
- Professional Development
Background:
- Reflection is a critical concept in nursing education.
- Understanding the meaning and application of reflection is essential for educators.
- Existing research provides a foundation for exploring reflection's role.
Purpose of the Study:
- To examine conceptual issues and research findings on reflection in nursing education.
- To discuss assumptions and beliefs about using reflection in nursing.
- To link current knowledge to the development of reflective thinking in nurse educators.
Main Methods:
- Literature review and conceptual analysis of reflection.
- Discussion of strengths and limitations of reflective practices.
- Synthesis of current knowledge on reflective thinking development.
Main Results:
- Reflection in nursing education has definable strengths and limitations.
- Assumptions and beliefs about reflection require critical examination.
- Current knowledge can inform the development of reflective thinking.
Conclusions:
- Developing reflective thinking is crucial for nurse educators.
- Strategies can be implemented to enhance reflective practice.
- Further exploration of reflection's impact on nursing education is warranted.