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Lifeworld-based reflection and learning: a contribution to the reflective practice in nursing and nursing education
University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
2007 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 8, no 3, 331-343 p.Article in journal (Refereed) Published
Abstract [en]

This article illustrates the significance of reflection in nursing and nursing education. In this context reflection is often used as a method that has its roots in Schön's theory of developing knowledge in action through reflection. This approach to reflection is investigated by using the lifeworld theory. Three aspects are used to comprehend the meaning of reflection; the natural attitude, the reflective attitude and the open-minded attitude. These lead us to an understanding that reflection may never be objectified or reduced to a separate process. The article thus strongly refutes the idea that reflection has a technological function in relation to the learning of nursing and caring science knowledge. Describing reflection merely as an educational method or tool is, on this understanding, considered insufficient. A lifeworld perspective allows a new and deeper understanding of the role of reflection in nursing students' learning processes and also in students' abilities to integrate caring science theory with caring practice. This new understanding may have considerable implications for changes in nursing education.

Place, publisher, year, edition, pages
Routledge , 2007. Vol. 8, no 3, 331-343 p.
National Category
Health Care Service and Management, Health Policy and Services and Health Economy
Identifiers
URN: urn:nbn:se:hb:diva-7428DOI: 10.1080/14623940701424835Local ID: 2320/7003OAI: oai:DiVA.org:hb-7428DiVA: diva2:888290
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-03-02Bibliographically approved

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Ekebergh, Margaretha
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