Issues in reflection and debriefing: how nurse educators structure experiential activities.
Issues in reflection and debriefing: how nurse educators structure experiential activities.
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DOI：
10.1016/j.nepr.2004.01.005
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发表时间：
2004-12-01
影响因子：
3.2
通讯作者：
Brackenreg, Jenni
中科院分区：
文献类型：
--
作者：
Brackenreg, Jenni
体验式学习在职业教育课程中特别有用，因为理论需要与实践联系起来。虽然体验式学习往往提倡在护理教育和汇报和反思的重要性，几乎总是拥护，在文献中的重点往往是详细描述的行动阶段很少密切分析如何促进反思阶段。Kolb描述的Lewinian模型[经验学习。经验作为学习和发展的来源，普伦蒂斯-霍尔，新泽西，1984年]和Thiagarajan建议的结构化方法[经验学习包，普伦蒂斯-霍尔，恩格尔伍德悬崖，新泽西州，1980年]已被用来作为理论背景的探索，护士教师如何描述他们的经验学习活动的汇报和反思阶段的便利。整个计划的体验式学习经验的解释对于增加学生能够关闭体验式学习循环的机会非常重要。促进体验式学习的更隐蔽的反思阶段是至关重要的，如果被忽视，或不专业和不敏感的处理，可能会导致最好的学习效果不佳，或在最坏的情况下导致情感伤害和;未完成的事情'的学生。八位经验丰富的大学教育工作者的采访引出了他们如何构建体验活动的描述，特别是他们的描述如何的汇报或反思阶段的结构。
Experiential learning is particularly useful in vocational education programs where theory needs to be linked to practice. Although experiential learning is often advocated in nursing education and the importance of debriefing and reflection is almost always espoused, the focus in the literature has tended to be on detailed descriptions of the action phase with little close analysis of how the reflective phase is facilitated. The Lewinian model described by Kolb [Experiential Learning. Experience as Source of Learning and Development, Prentice-Hall, New Jersey, 1984] and the structuring approach suggested by Thiagarajan [Experiential Learning Packages, Prentice-Hall, Englewood Cliffs, NJ, 1980] have been used as the theoretical context for an exploration of how nurse teachers describe their facilitation of the debriefing and reflective phases of experiential learning activities. Explication of the entire planned experiential learning experience is important for increasing the chances of the student being able to close the experiential learning loop. The more covert reflective phases for facilitating experiential learning are crucial and if neglected, or inexpertly and insensitively handled, may at best lead to poor learning outcomes or at worst lead to emotional damage and ;unfinished business' for the student. Interviews with eight experienced university educators elicited descriptions of how they constructed experiential activities with special reference to their descriptions of how the debriefing or reflective phases were structured.