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Critical reflection on the role of theater nurses in a multidisciplinary team for perioperative care in China

1 Introduction Reflection on practice is regarded as crucial to responsible professional practice, 1 since there are always gaps between formal theory and actual practice. 2 The focus of critical reflection is thinking in new ways and moving toward more critical practice. 3 It is an antecedent of critical action, because it helps professionals to understand the social and structural contexts and constraints that have impeded their personal power. 1 As a result, it allows health professionals to challenge and change the hegemonic structures in the

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A critical reflection on improving effective team communication

social obligation in my workplace, without being limited by taken-for-granted assumptions and oppressive forces. 3 In this paper, Smyth’s model has served as a framework to guide critical reflection step by step, including the stages of describing, informing, confronting, and reconstructing. 4 Relevant theoretical perspectives, such as hegemony, socialization, and critical social theory, are also integrated into the processes of critical emancipatory reflection to help me make sense of my practice issue. 3 Results 3.1 Describe The practice issue reflected in

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Initiative For EFL Teacher Development in Romanian Schools

Abstract

The aim of the present teacher development initiative is twofold: to help EFL teachers develop critical reflection skills through various means such as video recording, journal writing, peer observation and a support group and to create what Hargreaves (cited in Johnston 2009) calls a “culture of collaboration”. It is believed that teachers, students and the educational institution as a whole would benefit from such an initiative.

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Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

Abstract

The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

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Stories of Transition From G. I. Joe, G. I. Jane & Their Classmates: Using Critical Incident Narratives to Promote Social Integration in the Us First-Year Experience

research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage, 456 p. 14. Flanagan, J. (1954). The critical incident technique. The Psychological Bulletin, No 51 (4), pp. 327-358. 15. Gray, D. (2007). Facilitating management learning: Developing critical reflection through reflective tools. Management Learning, No 38 (5), pp. 495-516. 16. Griffin, K, Gilbert, C. (2012). Easing the Transition from Combat to Classroom. Preserving America’s Investment in Higlier Education for Military Veterans Through

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The Ethical Context of Justifying Anti-Doping Attitudes: Critical Reflections

The Ethical Context of Justifying Anti-Doping Attitudes: Critical Reflections

The reflections presented in the paper are not normative (in general, it can be said, that they do not create moral values and demands). The presented reflections particularly stress the sense, essence, meaning, and identity of sport in the context of moral demands. A disquisition pointing out that sports and sport-related doping can be situated beyond the moral good and evil must be considered precisely as metaethical, and leads in a consciously controversial way to fully defining the identity of sport in general, as well as the identity of particular sports disciplines.

These reflections also refer to the issue concerning the identity of sports philosophy, i.e. general deliberations and specific issues concerning, for example, the factual and cognitive status of normative ethics in sport.

It is impossible to overestimate the role and meaning of metaethical reflection in the context of substantiating moral demands in sports as well as in the context of practical results of expectations. This metaethical reflection not only extends self-knowledge, but also contributes to the metaphilosophy of sports. The degree of the development of self-knowledge – both the metaethics of sports and the metaphilosophy of sports – is also a very important declaration, and a sign of general maturity of the philosophy of sports (Kosiewicz 2008/2009, pp. 5-38).

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Reshaping local borders in Europe today. A critical reflection founded on an analysis of the case of Finland

Abstract

In Europe, the amalgamation of local authorities is currently used to optimize public resources. Although amalgamation involves several advantages, it needs to fulfil three conditions to be considered successful. First, address local preferences and needs; second, be fair, transparent and accessible to citizens; and third, be a compromise between central and local political elites. In the current paper the fulfilling of these three conditions is analysed using the comprehensive, bottom-up, Finnish reform introduced during the period of 2008-2013. The findings conclude that while the Finnish local reform plan has been successful in reaching a compromise between local and central governments, it has failed insofar as it has not fulfilled the condition of making the process fair, transparent and accessible to citizens. Furthermore, whether the amalgamation has allowed local government to address citizens’ preferences and needs in a meaningful and responsive way has yet to be demonstrated.

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A critical reflection on the discipline of nursing based on the correct analysis of the relationship between medicine and nursing

Abstract

As nursing becomes a first-level discipline, the central focus of the development process of nursing science is the independent exploration of the future path of nursing care. Although many countries have made efforts to develop nursing as an independent discipline, no remarkable advancement has been achieved due to the incorrect understanding of the relationship between nursing and medicine and the improper comprehension of other factors involved in the process of nursing reform. Teaching and practicing nursing also face many problems. Based on our understanding of the relationship between nursing and medicine and through a careful analysis of the existing problems in the current nursing discipline, this paper provides some insights into the future directions of nursing development by exploring the independently developing nursing discipline in foreign countries.

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Listen and talk to the older patients: a critical emancipatory reflection on the practice of communication issues

issue and then explore their hidden personal beliefs and the broader theoretical factors in order to assess how these factors affect their practice and constrain their values and intentions. 5 Finally, reconstruction of this reflection will be discussed regarding the impacts that this process of critical reflection has on the authors’ own practice, and implications for future practice are proposed. 3 Results 3.1 Describe When older patients were admitted to the hospital, I always sought older patients’ disease information from their family members. Eventually

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Voices heard and lessons learnt: Exploring multiple knowledges and local participation in a community-based integrated early childhood development project in rural South Africa

” in critical reflection. In S. White, J. Fook, & F. Gardner (Eds.), Critical reflection in health and social care . Maidenhead, Berkshire: Open University Press. Foucault, M. (1979). The history of sexuality, Part 1 . London: Allen Lane. Foucault, M. (1982). The subject and power. Critical Inquiry , 8(4), 777-795. Freire, P. (1994) Pedagogy of hope: Reliving pedagogy of the oppressed . Continuum: New York. Gaventa, J., & Cornwall, A. (2006). Power and knowledge . In P. Reason, & H. Bradbury (Eds.), Handbook of action research . London

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