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The process of teaching and learning about reflection: research insights from professional nurse education

The process of teaching and learning about reflection: research insights from professional nurse education
The process of teaching and learning about reflection: research insights from professional nurse education
The study aimed to investigate the process of reflection in professional nurse education and the part it played in a teaching and learning context. The research focused on the social construction of reflection within a post-registration, palliative care programme, accessed by nurses, in the United Kingdom (UK). Through an interpretive ethnographic approach, the organisational, contextual and cultural issues impacting upon teaching and learning interactions, and the use of reflection therein were explored with student and nurse educator participants. Data were collected from observations of teaching and learning, interviews, and extracts from programme documentation and reflective learning contracts (RLCs).

Findings contribute new empirical knowledge regarding the process of teaching and learning about reflection, including educator and clinical supervisor facilitation, the emotional work involved in reflection and methods of ‘mapping’ and ‘modelling’ to support reflection. The influence of both higher education and practice partner organisations on the use of reflection is also evident and indicates that professional reflective education requires institutional support from both education and practice. Specific findings in this paper are pertinent and transferable to other disciplines, where reflective education is used to develop being critical in order to learn through experience. This research offers valuable insights into the realities of reflective education and has currency for educators committed to developing skills for reflection and learning through experience for students, through the generation of a reflective culture.
reflection, learning facilitation, learning and teaching, professional education, nursing education
0307-5079
Bulman, Christine
acff5233-4383-4b1a-a652-a25ecb27cf92
Lathlean, Judith
98a74375-c265-47d2-b75b-5f0f3e14c1a9
Gobbi, Mary
829a5669-2d52-44ef-be96-bc57bf20bea0
Bulman, Christine
acff5233-4383-4b1a-a652-a25ecb27cf92
Lathlean, Judith
98a74375-c265-47d2-b75b-5f0f3e14c1a9
Gobbi, Mary
829a5669-2d52-44ef-be96-bc57bf20bea0

Bulman, Christine, Lathlean, Judith and Gobbi, Mary (2013) The process of teaching and learning about reflection: research insights from professional nurse education. Studies in Higher Education. (doi:10.1080/03075079.2013.777413).

Record type: Article

Abstract

The study aimed to investigate the process of reflection in professional nurse education and the part it played in a teaching and learning context. The research focused on the social construction of reflection within a post-registration, palliative care programme, accessed by nurses, in the United Kingdom (UK). Through an interpretive ethnographic approach, the organisational, contextual and cultural issues impacting upon teaching and learning interactions, and the use of reflection therein were explored with student and nurse educator participants. Data were collected from observations of teaching and learning, interviews, and extracts from programme documentation and reflective learning contracts (RLCs).

Findings contribute new empirical knowledge regarding the process of teaching and learning about reflection, including educator and clinical supervisor facilitation, the emotional work involved in reflection and methods of ‘mapping’ and ‘modelling’ to support reflection. The influence of both higher education and practice partner organisations on the use of reflection is also evident and indicates that professional reflective education requires institutional support from both education and practice. Specific findings in this paper are pertinent and transferable to other disciplines, where reflective education is used to develop being critical in order to learn through experience. This research offers valuable insights into the realities of reflective education and has currency for educators committed to developing skills for reflection and learning through experience for students, through the generation of a reflective culture.

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More information

Published date: 16 April 2013
Keywords: reflection, learning facilitation, learning and teaching, professional education, nursing education
Organisations: Faculty of Health Sciences

Identifiers

Local EPrints ID: 351253
URI: http://eprints.soton.ac.uk/id/eprint/351253
ISSN: 0307-5079
PURE UUID: 3481156f-8d43-4376-a44a-896dba0500c0

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Date deposited: 17 Apr 2013 13:58
Last modified: 14 Mar 2024 13:37

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Contributors

Author: Christine Bulman
Author: Judith Lathlean
Author: Mary Gobbi

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