The role of educators in facilitating reflective learning in students
Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in a frequently changing context. The purpose of the study was to explore and describe the role of nurse educators in the facilitation...
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ndltd-netd.ac.za-oai-union.ndltd.org-unisa-oai-umkn-dsp01.int.unisa.ac.za-10500-153762016-04-16T04:08:28Z The role of educators in facilitating reflective learning in students Naicker, Kannagi Van Rensburg, Gisela Hildegard Reflection Reflective learning Reflective learning environment Reflective practices Reflective teaching 610.7307116822 Reflective learning -- South Africa -- Gauteng Nursing -- Study and teaching (Higher) -- South Africa -- Gauteng Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in a frequently changing context. The purpose of the study was to explore and describe the role of nurse educators in the facilitation of reflective learning in students. The objectives were to explore the reflective teaching practices of nurse educators, describe the learning activities that could promote reflective learning in student nurses and to determine whether the learning environment is conducive to promote reflective teaching and learning. A quantitative, explorative, descriptive study was conducted in nursing education institutions in Gauteng. A total of 121 nurse educators completed a structured questionnaire. The findings revealed that, although nurse educators agree with the importance of reflective practices in the teaching and learning environment they do not necessarily place emphasis on developing their own reflective practices. Reflective learning was not identified as a formal learning approach in the programmes the nurse educators facilitated but the educators did attempt to include reflection in the teaching and learning activities planned. Not enough emphasis is placed on the creation of a teaching and learning environment that will enhance reflection in a non-threatening context. The deeper understanding of reflective learning comes with continued personal reflective practices. Nurse educators should be taught how to facilitate reflective learning activities and how to create an environment conducive to reflection. Through reflective teaching practices students could be supported in developing into critical thinkers hence reflective learning should be a formal teaching and learning approach in nursing curricula Health Studies M.A. (Health Studies) 2015-01-14T07:00:43Z 2015-01-14T07:00:43Z 2013-11 2015-01-14 Dissertation http://hdl.handle.net/10500/15376 en 1 online resource (vi, 102 leaves) : tables, graphs |
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Reflection Reflective learning Reflective learning environment Reflective practices Reflective teaching 610.7307116822 Reflective learning -- South Africa -- Gauteng Nursing -- Study and teaching (Higher) -- South Africa -- Gauteng |
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Reflection Reflective learning Reflective learning environment Reflective practices Reflective teaching 610.7307116822 Reflective learning -- South Africa -- Gauteng Nursing -- Study and teaching (Higher) -- South Africa -- Gauteng Naicker, Kannagi The role of educators in facilitating reflective learning in students |
description |
Over the last 20 years the nursing profession has widely accepted reflective practices
and reflective learning as effective measures to help students provide care in a
frequently changing context. The purpose of the study was to explore and describe the
role of nurse educators in the facilitation of reflective learning in students. The
objectives were to explore the reflective teaching practices of nurse educators, describe
the learning activities that could promote reflective learning in student nurses and to
determine whether the learning environment is conducive to promote reflective teaching
and learning. A quantitative, explorative, descriptive study was conducted in nursing
education institutions in Gauteng. A total of 121 nurse educators completed a structured
questionnaire. The findings revealed that, although nurse educators agree with the
importance of reflective practices in the teaching and learning environment they do not
necessarily place emphasis on developing their own reflective practices. Reflective
learning was not identified as a formal learning approach in the programmes the nurse
educators facilitated but the educators did attempt to include reflection in the teaching
and learning activities planned. Not enough emphasis is placed on the creation of a
teaching and learning environment that will enhance reflection in a non-threatening
context. The deeper understanding of reflective learning comes with continued personal
reflective practices. Nurse educators should be taught how to facilitate reflective
learning activities and how to create an environment conducive to reflection. Through
reflective teaching practices students could be supported in developing into critical
thinkers hence reflective learning should be a formal teaching and learning approach in
nursing curricula === Health Studies === M.A. (Health Studies) |
author2 |
Van Rensburg, Gisela Hildegard |
author_facet |
Van Rensburg, Gisela Hildegard Naicker, Kannagi |
author |
Naicker, Kannagi |
author_sort |
Naicker, Kannagi |
title |
The role of educators in facilitating reflective learning in students |
title_short |
The role of educators in facilitating reflective learning in students |
title_full |
The role of educators in facilitating reflective learning in students |
title_fullStr |
The role of educators in facilitating reflective learning in students |
title_full_unstemmed |
The role of educators in facilitating reflective learning in students |
title_sort |
role of educators in facilitating reflective learning in students |
publishDate |
2015 |
url |
http://hdl.handle.net/10500/15376 |
work_keys_str_mv |
AT naickerkannagi theroleofeducatorsinfacilitatingreflectivelearninginstudents AT naickerkannagi roleofeducatorsinfacilitatingreflectivelearninginstudents |
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