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Education in Palliative CareBuilding a Culture of Learning$
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Bee Wee and Nic Hughes

Print publication date: 2007

Print ISBN-13: 9780198569855

Published to Oxford Scholarship Online: November 2011

DOI: 10.1093/acprof:oso/9780198569855.001.0001

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Reflective Learning

Reflective Learning

Chapter:
(p.137) Chapter 15 Reflective Learning
Source:
Education in Palliative Care
Author(s):

Nic Hughes (Contributor Webpage)

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780198569855.003.0015

The belief that a process of reflection can turn experience into learning originates in the world of adult education and in the last two decades has also permeated health and social care education and practice, along with other academic and professional disciplines. This chapter aims to explore briefly the nature of reflection, outline a range of different ways to enable reflection, discuss reasons why learners may find reflection difficult, and summarize arguments for and against learning through reflection. There is continuing debate about the effectiveness of reflection as a strategy for learning in professional practice. For many educators and writers it is self-evident that, as health and social care practice are rooted in interpersonal relations, self-awareness is a crucially important aspect of professional learning. Reflection is seen as the route to self-awareness. It is a learning process which epitomizes the learning cycle, involving integration of thinking, feeling, and action.

Keywords:   adult education, reflection, reflective writing, nursing, self-awareness

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