Indiana University School of Nursing, Indianapolis, IN 46202, USA.
Arch Psychiatr Nurs. 2012 Oct;26(5):341-9. doi: 10.1016/j.apnu.2011.09.006. Epub 2011 Dec 10.
This article discusses theoretical underpinnings, teaching strategies, and preliminary evaluation relative to the development of a reflective curriculum used in our distance-accessible graduate psychiatric nursing program. Influenced by the collective ideas of J. Dewey (1993), J. Reed and S. Proctor (1993), D. A. Kolbe (1984), J. Mezirow (1981), C. Johns (2006), D. Schön (1983), D. Freshwater (2008), and others who have promoted reflection as a transformative teaching and learning process, we sought to develop a curriculum that balanced knowledge and skill acquisition with critical reflective practices that would instill habits of lifelong learning. We began with traditional approaches to psychiatric nursing education, including case study analysis and modified lectures that we call mini lectures. We then added principles and practices of reflection to allow for merging these traditional approaches with contemporary reflection-focused approaches. Specific ways to use reflection in a graduate psychiatric nursing curriculum are described to demonstrate how we have taken our curriculum beyond traditional ways of teaching and learning toward one that emphasizes building knowledge and skill through reflective practice.
本文讨论了理论基础、教学策略以及与我们远程研究生精神科护理课程中使用的反思课程的发展相关的初步评估。受 J. Dewey（1993 年）、J. Reed 和 S. Proctor（1993 年）、D. A. Kolbe（1984 年）、J. Mezirow（1981 年）、C. Johns（2006 年）、D. Schön（1983 年）、D. Freshwater（2008 年）等人的集体思想的影响，他们将反思作为一种变革性的教学和学习过程来促进，我们试图开发一门平衡知识和技能获取与批判性反思实践的课程，以培养终身学习的习惯。我们从传统的精神科护理教育方法开始，包括案例分析和我们称之为迷你讲座的修改后的讲座。然后，我们加入了反思的原则和实践，以使这些传统方法与当代以反思为重点的方法相结合。描述了在研究生精神科护理课程中使用反思的具体方法，以展示我们如何将课程从传统的教学方法转变为强调通过反思实践来构建知识和技能的方法。
