我要吃瓜

Citation

Conlon M & Gould B (2013) Unpeeling the Onion: Deconstructing the Effectiveness of Two LTA Approaches to Reflective Learning. Journal of Perspectives in Applied Academic Practice, 1 (2), pp. 48-53. https://doi.org/10.14297/jpaap.v1i2.76

Abstract
Selecting the most effective methods of integrating reflective practice into undergraduate nursing programmes remains a challenge for educators. This paper explores two pedagogical approaches of reflective learning in an undergraduate mental health nursing programme, with particular focus on developing the core attributes of self-awareness, empathy and compassion. The discussion is explored within the context of nursing in Scotland, which is undergoing transformative change including adapting to an all degree route to nurse regisration. Seismic changes such as these are occurring at a time when the nursing profession generally, and nurses individually, face regular criticism for poor care and lack of compassion. This discussion paper will focus on the necessity of reflective pedagogy in undergraduate nursing programmes in which the expectation is tocreate both critically aware and insightful individuals who areable to function in a health care culture that is predominately resource poor, time orientated and outcome focused. Although centred on mental health nursing, the paper also comments on the transferability and relevance of the teaching and learning approach to other professions in which human engagement is the key focus. The competing tensions of reflective practice and economically driven health care organisations alongside the significant professional challenges of emotional competency of nursing are discussed. This provides a background to the exploration of the examples of reflective pedagogy that may also be applied to other health and social care professions.

Keywords
Reflection; pedagogy; undergraduate students; mental health

Journal
Journal of Perspectives in Applied Academic Practice: Volume 1, Issue 2

• Unpeeling the Onion: Deconstructing the Effectiveness of Two LTA Approaches to Reflective Learning