Reflex
ASIA METROPOLITAN UNIVERSITY
DIPLOMA IN NURSING
RELECTIVE STUDY
WOUND DRESSING
NAME : MUHAMMAD FAIZAL BIN ABD HALIM
IC : O1-201004-00383
GROUP : 1
CLASS : 6
TEL NO : O17-2445236
BACKGROUND OF REFLECTIVE STUDY
Higher Education Institutions need to continually adapt to meet the needs of students, employers, and society in general. In order to meet these needs, the theoretical knowledge and skill-based components required by graduates when entering the workforce must be constantly reviewed. As a consequence, academics face constant challenges in developing innovative teaching practices, activities promoting skill development, and assessment tasks which will equip graduates with the necessary employability skills for their profession, for lifelong learning, and for self-development. The use of reflective practice as an integral component of undergraduate assessment and skill development is observed across a variety of academic disciplines. Reflective practice is typically used across these disciplines to engage students in the development of self reflection skills and abilities, and in contextualizing the links between theoretical knowledge and professional experience and outcomes. Reflective practice can be defined as a learning process involving the examination of individual critical incidents and behaviors, the deconstruction of one experiences’ in light of knowledge held, and the resultant formation of new knowledge which can be applied to personal or professional practice (Davis, 2003; Klenowski & Carnell, 2006; Murphy, Halton, & Dempsey, 2008; Pedro, 2005).
Reflective practice is self-regulated, and engages the learner in a process of relating theory and practice (Kuiper & Pesut, 2004; Lesnick, 2005; Pavlovich, 2007). Research has indicated that the development of reflective practice skills, and the engagement of higher education students in this process allows for the examination of how personal experiences prompt learning, and how
DIPLOMA IN NURSING
RELECTIVE STUDY
WOUND DRESSING
NAME : MUHAMMAD FAIZAL BIN ABD HALIM
IC : O1-201004-00383
GROUP : 1
CLASS : 6
TEL NO : O17-2445236
BACKGROUND OF REFLECTIVE STUDY
Higher Education Institutions need to continually adapt to meet the needs of students, employers, and society in general. In order to meet these needs, the theoretical knowledge and skill-based components required by graduates when entering the workforce must be constantly reviewed. As a consequence, academics face constant challenges in developing innovative teaching practices, activities promoting skill development, and assessment tasks which will equip graduates with the necessary employability skills for their profession, for lifelong learning, and for self-development. The use of reflective practice as an integral component of undergraduate assessment and skill development is observed across a variety of academic disciplines. Reflective practice is typically used across these disciplines to engage students in the development of self reflection skills and abilities, and in contextualizing the links between theoretical knowledge and professional experience and outcomes. Reflective practice can be defined as a learning process involving the examination of individual critical incidents and behaviors, the deconstruction of one experiences’ in light of knowledge held, and the resultant formation of new knowledge which can be applied to personal or professional practice (Davis, 2003; Klenowski & Carnell, 2006; Murphy, Halton, & Dempsey, 2008; Pedro, 2005).
Reflective practice is self-regulated, and engages the learner in a process of relating theory and practice (Kuiper & Pesut, 2004; Lesnick, 2005; Pavlovich, 2007). Research has indicated that the development of reflective practice skills, and the engagement of higher education students in this process allows for the examination of how personal experiences prompt learning, and how
References: * Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods, Oxford centre for staff and Learning Development, Oxford Polytechnic. London: Further Education unit. * Schon, D. (1983) The Reflective Practitioner, How Professionals Think in Action, Basic books. ISBN 0465068782 * Bolton, G. (2010) Reflective Practice, Writing and professional development (3rd edition), SAGE publications, Carlifornia. * Steward, B., & Krueger, L.(1996). An evolutionary concept analysis of mentoring in nursing. Journal ofprofessional nursing, 12, 311-321 * Vance, C.(1999) Mentoring: the nursing leader and mentor’s perspective. In C.A. Sannerson (Ed), nursing student leader: the critical path to leadership development (pp.200-2001). Albany, NY: Delmar