Transforming education through reflection: Pedagogies in action
View File(s)
Visitor Statistics
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Country | Visits |
---|
Top Visiting Cities
City | Visits |
---|
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Horton-Deutsch, Sara by View
Title | Page Views |
---|
Popular Works for Horton-Deutsch, Sara by Download
Title | Downloads |
---|
View Citations
Citations
Session presented on: Monday, November 18, 2013:
The challenges and opportunities in developing nurses for practice have never been greater. New quality and safety science, advances in knowledge and technology, increased patient involvement, market driven health care, and altered care settings where nurses practice mandate transformation in how we educate and prepare students for practice. A new vision for transforming education that prepares nurses with advanced knowledge, judgment, skills and ethical standards calls for teaching approaches that are strong in situated and experiential learning ( Benner et al, 2010). Educational strategies that engage students in deeper understanding of classroom material by helping them to integrate clinical learning and experience prepares them to think and act in ever changing care situations and delivery systems (Sherwood & Horton-Deutsch, 2012). This symposium will present three pedagogical strategies that engage learners in critical reflection that moves students beyond acquiring new knowledge to deeper learning that questions assumptions, values and perspectives that undergird cultures of quality and safety. Critical reflection used in this systematic way helps students 'make sense of experience' and can be an avenue to improve practice by questioning actions and reassessing what is known. The first presentation will introduce Tanner's (2006) Clinical Judgment Model in the context of the QSEN competencies to demonstrate how students apply reflection to construct, deconstruct and reconstruct their experiences. Next, narrative pedagogy , a research-based, phenomenological pedagogy will be explored where faculty and students engage in co-creating experiences in which teacher and students think together and seek new ways to understand their experiences. Finally, participants will be introduced to visual thinking strategies, an aesthetic approach, to teach students to critically think on art, nature and culture as a means to develop critical thinking skills, engage in observations and meaning making, and encourage students to socially deconstruct knowledge through thoughtful discussion of art.
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.
Type | Presentation |
Acquisition | Proxy-submission |
Review Type | Abstract Review Only: Reviewed by Event Host |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | N/A |
Keywords | Narrative Pedagogy; Visual Thinking Strategies; Reflective Practice |
Name | 42nd Biennial Convention |
Host | Sigma Theta Tau International |
Location | Indianapolis, Indiana, USA |
Date | 2013 |
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Related items
Showing items related by title, author, creator and subjects.
-
The scholarship of reflective practice
Freshwater, Dawn; Horton-Deutsch, Sara; Sherwood, Gwen D.; Taylor, Beverly J. (Sigma Theta Tau International, 2005)This resource paper describes definitions of reflection and reflective practice, and their historical context, methods, processes, applications, benefits, and limitations. Recommendations are made regarding policy and ... -
Outcomes of a global collaboration: Implementing reflective practice with Thai educators
Sherwood, Gwen D.; Horton-Deutsch, SaraConnecting across borders to catalyze nursing education advancement catalyzed communication to share evidence based educational strategies, strengthening all participating institutions. The Thai Ministry of Public Health ... -
Practices of reflective leaders: Facing challenges and advancing reform
Horton-Deutsch, Sara (2016-03-21)Session presented on Sunday, November 8, 2015: This presentation describes the common shared experiences of becoming a nurse faculty leader through facing challenges and advancing reform. These experiences were common for ... -
[Excerpt and supplemental materials for] Reflective Practice (3rd ed.)
Horton-Deutsch, Sara; Sherwood, Gwen (Sigma Theta Tau International, 2023-10)This item record pertains to an excerpt from Reflective Practice, 3rd ed., which is provided free of charge by the publisher. About this book: A nurse’s work is multifaceted, medically complex, technically precise, ... -
Essential systems thinking leadership skills to achieve global health
Horton-Deutsch, SaraFor leaders to address global health challenges requires development of systems thinking skills. To better align how we think with how the world works, we will explore how "big picture" thinking allows leaders to identify ...