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Article

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Published version

Publication date

2016-08-01

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cc-by (c) García, M et al., 2016
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/112529

The legacy of care as reflexive learning

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Director/Tutor

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Volume Title

Related resource

https://doi.org/10.1590/1518-8345.0639.2711

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.

Subject

Educació, Infermeria, Aprenentatge

Subject (English)

Education, Nursing, Learning

Citation

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Articles publicats en revistes (Didàctica i Organització Educativa)

Citation

RODRÍGUEZ GARCÍA, Marta and MEDINA, José Luis (Medina Moya). The legacy of care as reflexive learning. Revista Latino-Americana de Enfermagem. 2016. Vol. 24, num. 1-7. ISSN 0104-1169. [consulted: 15 of August of 2026]. Available at: https://hdl.handle.net/2445/112529

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