The development of reflective learning in the context of health counselling and health promotion during nurse education
The development of reflective learning in the context of health counselling and health promotion during nurse education
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DOI：
10.1046/j.1365-2648.2001.01794.x
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发表时间：
2001-06-01
影响因子：
3.8
通讯作者：
Sjögren, A
中科院分区：
文献类型：
--
作者：
Liimatainen, L;Poskiparta, M;Sjögren, A
目的和背景。这项后续研究的目的是描述在两所芬兰理工学院为期3年的护理教育方案的临床培训期间，16名护生在健康咨询和促进的背景下反思性学习的发展情况。第一个目的是分析实习护士对录影辅导情况的反省程度。第二个目的是在促进健康的背景下探讨反思性健康咨询学习过程的质量特征。本研究的理论背景是基于变革性学习理论。这些数据包括1998至2000年间每年对16名实习护士进行的刺激性回忆访谈。使用分类和主题分析对数据进行了分析。研究结果表明，研究组中有一半的学生在护理教育过程中达到了批判意识水平。其他人保持在意识水平。两名学生在第一学年表现为深思熟虑的行为，而不是反思，他们能够在以后的教育中进行反思，甚至批判性反思。当学生进入更高的反思阶段时，咨询的意义图式得到了发展和丰富。只有在批判性反思的意义、图式和视角上，赋权方法才具有健康促进的特征。这些结果可能表明，护士在现代健康促进作用中的健康促进赋权方法需要进行批判性反思。因此，反思性学习的有效方法和评价工具，需要通过批判性反思来支持从实践中学习。
Aims and background. The purpose of this follow-up study was to describe the development of reflective learning of 16 student nurses in the context of health counselling and promotion during clinical training of a 3-year nursing education programme in two Finnish polytechnics. The first aim was to analyse the levels of reflectivity in the student nurses' reflections on their videotaped counselling situations. The second aim was to explore the qualitative features of the reflective health counselling learning process in the context of health promotion. The theoretical background of the study was based on a transformative learning theory.Methods. The data consisted of stimulated recall interviews with 16 student nurses conducted once a year between 1998 and 2000. The data were analysed using categorization and thematic analysis.Findings. The findings of the study showed that half of the students in the research group reached the level of critical consciousness during their nursing education. The others remained at the level of consciousness. Two students who represented thoughtful action without reflection in the first study year were able to reach reflection and even critical reflection later during their education. The meaning schemas of counselling developed and were enriched when the students moved into the higher stages of reflection. There were features of an empowerment approach to health promotion only in the meaning schemas and perspectives of critical reflectors.Conclusions. These results may indicate that the empowerment approach to health promotion within the modern health promoting role of nurses requires critical reflection. Therefore, effective methods and evaluation tools of reflective learning,Ire needed to support learning from practice via critical reflection.