Incorporating the service accomplishments into pre- registration curriculum to enhance reflective practice
Astor, R, Jefferson, H and Humphrys, K (1998) Incorporating the service accomplishments into pre- registration curriculum to enhance reflective practice. Nurse Education Today, 18, (7), 567-575. (PMID:9887756).
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Description/Abstract
Much emphasis is being placed on the importance of reflective practice as a means to ensure that practitioners are competent in their practice. It is therefore important to ensure that student nurses acquire these reflective skills as part of their development throughout pre-registration curricula. Although reflective practice is seen as a major part of curricula activity, the style in which reflection is advocated takes many different formats. Strategies for developing reflection which focus on outcomes for students can become subjective and fail to place healthcare practice within the context of social structures and values. This paper offers a framework for reflection that promotes an outlook which is both objective and subjective, based on Mezirow's six levels of reflection (as adapted by Powell 1989) and O'Brien's (1987) five service accomplishments. Focus of reflection within the wider context of society and healthcare policy should enable development of a practitioner who is both competent in practice and can analyse and evaluate their practice.
| Item Type: | Article |
|---|---|
| ISSNs: | 0260-6917 (print) 1532-2793 (electronic) |
| Subjects: | H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management H Social Sciences > HV Social pathology. Social and public welfare R Medicine > RT Nursing |
| Divisions: | University Structure - Pre August 2011 > School of Psychology > Division of Clinical Neuroscience |
| Item ID: | 175981 |
| Date Deposited: | 02 Mar 2011 11:43 |
| Last Modified: | 25 Apr 2013 23:45 |
| Contributors: | Astor, R (Author) Jefferson, H (Author) Humphrys, K (Author) |
| Date: | November 1998 |
| Status: | Published |
| URI: | http://eprints.soton.ac.uk/id/eprint/175981 |
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