Mountford B, Rogers L
School of Education, University of Southampton, England.
J Adv Nurs. 1996 Dec;24(6):1127-34. doi: 10.1111/j.1365-2648.1996.tb01017.x.
This paper outlines the background to the current United Kingdom educational scene for post-registration nurse education, highlighting the influence of the English National Board (ENB) framework and higher award. The study reported was undertaken with the help of two student cohorts who were registered consecutively on a 6 month ENB course at diploma level. Formal reflection using both individual written and group discussion was introduced focusing on the two summative course assessments. This kind of formal reflection was seen as a learning strategy to influence positively students' educational outcomes and professional practice via six key factors: (a) academic self-concept; (b) task awareness; (c) views of knowledge; (d) the influence of knowledge on behaviour; (e) writing as a learning activity; and (f) generating knowledge by reflecting in and on assessment with discussion. The findings, reported under the six factor-headings, fully support the use of reflection in this way for these purposes.
本文概述了英国注册后护士教育当前的教育背景，强调了英国国家护理委员会（ENB）框架和高级奖项的影响。所报告的研究是在两组学生的帮助下进行的，这两组学生连续注册了为期6个月的文凭水平的ENB课程。引入了使用个人书面和小组讨论的正式反思，重点是两项课程总结性评估。这种正式反思被视为一种学习策略，通过六个关键因素对学生的教育成果和专业实践产生积极影响：（a）学术自我概念；（b）任务意识；（c）知识观；（d）知识对行为的影响；（e）写作作为一种学习活动；（f）通过在评估中反思和与讨论相结合来生成知识。在六个因素标题下报告的研究结果完全支持以这种方式将反思用于这些目的。
