The legacy of care as reflexive learning

Authors

  • Marta Rodríguez García Universidad Europea de Madrid; Facultad de Biomédicas y de la Salud
  • Jose Luis Medina Moya Universidad de Barcelona; Facultad de Pedagogía

DOI:

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.

Downloads

Download data is not yet available.

Downloads

Published

2016-01-01

Issue

Vol. 24 (2016)

Section

Original Articles

License

RLAE’s authorship concept is based on the substantial contribution by each of the individuals listed as authors, mainly in terms of conceiving and planning the research project, collecting or analyzing and interpreting data, writing and critical review. Indication of authors’ names under the article title is limited to six. If more, authors are listed on the online submission form under Acknowledgements. The possibility of including more than six authors will only be examined on multicenter studies, considering the explanations presented by the authors.
Including names of authors whose contribution does not fit into the above criteria cannot be justified. Those names can be included in the Acknowledgements section.
 Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.

 

How to Cite

The legacy of care as reflexive learning . (2016). Revista Latino-Americana De Enfermagem, 24, e2711-. https://doi.org/10.1590/1518-8345.0639.2711