The legacy of care as reflexive learning
Abstract Objective: to analyze whether the tutor's use of reflexive strategies encourages the students to reflect. The goal is to discover what type of strategies can help to achieve this and how tutors and students behave in the practical context. Method: a qualitative and ethnographic foc...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade de São Paulo
2016-01-01
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| Series: | Revista Latino-Americana de Enfermagem |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-11692016000100341&lng=en&tlng=en |
| _version_ | 1811322819363995648 |
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| author | Marta Rodríguez García Jose Luis Medina Moya |
| author_facet | Marta Rodríguez García Jose Luis Medina Moya |
| author_sort | Marta Rodríguez García |
| collection | DOAJ |
| description | Abstract Objective: to analyze whether the tutor's use of reflexive strategies encourages the students to reflect. The goal is to discover what type of strategies can help to achieve this and how tutors and students behave in the practical context. Method: a qualitative and ethnographic focus was adopted. Twenty-seven students and 15 tutors from three health centers participated. The latter had received specific training on reflexive clinical tutoring. The analysis was developed through constant comparisons of the categories. Results: the results demonstrate that the tutors' use of reflexive strategies such as didactic questioning, didactic empathy and pedagogical silence contributes to encourage the students' reflection and significant learning. Conclusions: reflexive practice is key to tutors' training and students' learning. |
| first_indexed | 2024-04-13T13:41:48Z |
| format | Article |
| id | doaj.art-e04d55619c4646e1a3e847bc42643399 |
| institution | Directory Open Access Journal |
| issn | 1518-8345 |
| language | English |
| last_indexed | 2024-04-13T13:41:48Z |
| publishDate | 2016-01-01 |
| publisher | Universidade de São Paulo |
| record_format | Article |
| series | Revista Latino-Americana de Enfermagem |
| spelling | doaj.art-e04d55619c4646e1a3e847bc426433992022-12-22T02:44:37ZengUniversidade de São PauloRevista Latino-Americana de Enfermagem1518-83452016-01-0124010.1590/1518-8345.0639.2711S0104-11692016000100341The legacy of care as reflexive learningMarta Rodríguez GarcíaJose Luis Medina MoyaAbstract Objective: to analyze whether the tutor's use of reflexive strategies encourages the students to reflect. The goal is to discover what type of strategies can help to achieve this and how tutors and students behave in the practical context. Method: a qualitative and ethnographic focus was adopted. Twenty-seven students and 15 tutors from three health centers participated. The latter had received specific training on reflexive clinical tutoring. The analysis was developed through constant comparisons of the categories. Results: the results demonstrate that the tutors' use of reflexive strategies such as didactic questioning, didactic empathy and pedagogical silence contributes to encourage the students' reflection and significant learning. Conclusions: reflexive practice is key to tutors' training and students' learning.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-11692016000100341&lng=en&tlng=enEducación en EnfermeríaPreceptoriaEducación SuperiorAprendizajePrácticas ClínicasFormación de Concepto |
| spellingShingle | Marta Rodríguez García Jose Luis Medina Moya The legacy of care as reflexive learning Revista Latino-Americana de Enfermagem Educación en Enfermería Preceptoria Educación Superior Aprendizaje Prácticas Clínicas Formación de Concepto |
| title | The legacy of care as reflexive learning |
| title_full | The legacy of care as reflexive learning |
| title_fullStr | The legacy of care as reflexive learning |
| title_full_unstemmed | The legacy of care as reflexive learning |
| title_short | The legacy of care as reflexive learning |
| title_sort | legacy of care as reflexive learning |
| topic | Educación en Enfermería Preceptoria Educación Superior Aprendizaje Prácticas Clínicas Formación de Concepto |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-11692016000100341&lng=en&tlng=en |
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