Wong F K, Kember D, Chung L Y, Yan L
Department of Health Sciences, Hong Kong Polytechnic University.
J Adv Nurs. 1995 Jul;22(1):48-57. doi: 10.1046/j.1365-2648.1995.22010048.x.
The concept of reflective learning has been widely adopted in many of the nursing curricula today. Reflective learning is of particular relevance to the education of professionals, as it encourages students to integrate theory with practice, appreciate the world on their own behalf, and turn every experience into a new potential learning experience. While nurse educators have widely accepted the educational benefits of reflection, research into reflective learning is hampered by the lack of reliable and widely accepted methods for assessing whether reflection takes place and the level of any reflection. This study attempted to develop and test coding systems for written reflective journals based on two well-known models of reflective thinking. The reflective journals submitted by the students were subjected to content analysis at two levels. The findings of this study suggest that student writing can be used as evidence for the presence or absence of reflective thinking. The process of allocating students to three categories of non-reflector, reflector and critical reflector was straightforward and reliable. Identifying textual elements within journals and allocating them to the finer levels of reflection within a more complex model of reflective thinking was, however, more problematic and considerably less reliable.
反思性学习的概念如今已在许多护理课程中广泛采用。反思性学习对专业人员的教育尤为重要，因为它鼓励学生将理论与实践相结合，从自身角度理解世界，并将每一次经历转化为新的潜在学习经历。虽然护理教育工作者广泛认可反思的教育益处，但由于缺乏可靠且被广泛接受的方法来评估反思是否发生以及反思的程度，反思性学习的研究受到了阻碍。本研究试图基于两种著名的反思性思维模型开发并测试书面反思日志的编码系统。学生提交的反思日志在两个层面上进行了内容分析。本研究的结果表明，学生的写作可以作为反思性思维存在与否的证据。将学生分为非反思者、反思者和批判性反思者三类的过程简单且可靠。然而，在更复杂的反思性思维模型中识别日志中的文本元素并将其分配到更精细的反思层面则更具问题，且可靠性要低得多。
