In nursing, a practice discipline, it has been argued whether the mastery of clinical competence depends on types of learning styles, learning experience, and the use of specialized skills. All these problems are not limited to nursing education,
Later
educators identified the importance of reflective learning which is a vital element in any form of learning and that teachers and students need to considerhow they can incorporate some forms of reflaction in the courses.
The purpose of this study is to review educational articles for understanding better what reflection in learning is, to identify the theme which is of important relevance to professional practice, from the book, Educating the reflective
Practitioner,
and to discuss the theme within nursing education.
Reflection in learning was defined by Dewey (1993) as the process which is involved the perception of relationships and connections between the parts of an experience. This experience is passed on when two people becoming involved with each other
in a
conversation. Schon (1987) emphasized that learning conversation, which is a part of the interaction of student and teacher, is an important factor of the process of reflection-om-actopm. In clinical nursing education, good relationships between
teacher
and student, faculty's role, interpersonal skills are critical in learning conversation.
Then Practing nurses who accept the need to choose nursing actionss on the basis of reflection, who accept the necessity for understanding and being able to communicate the reasons for action are a powerfful force for the development of nursing
into an
increasingly more effective profession for the benefit of patients.
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