Please use this identifier to cite or link to this item:
Title: The legacy of care as reflexive learning
Author: Rodríguez García, Marta
Medina, José Luis (Medina Moya)
Keywords: Educació
Issue Date: 1-Aug-2016
Publisher: Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo
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.
Note: Reproducció del document publicat a:
It is part of: Revista Latino-Americana de Enfermagem, 2016, vol. 24, p. 1-7
Related resource:
ISSN: 0104-1169
Appears in Collections:Articles publicats en revistes (Didàctica i Organització Educativa)

Files in This Item:
File Description SizeFormat 
664435.pdf534.23 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons