The document discusses reflective learning and various related concepts. It defines reflective learning as involving students thinking critically about what they have read, learned, or done and relating lessons to their own lives. Reflection involves describing, analyzing, and evaluating thoughts, assumptions, and actions. Keeping a journal is presented as a way to engage in reflective learning by regularly writing about personal experiences, thoughts, and insights. Critical thinking is discussed as reasonable, reflective thinking focused on deciding what to believe and do. The document also emphasizes the importance of writing clear learning objectives that define what students will be able to do upon completion of an activity.

2.  At the end of this presentation the
Audience will be able to:
 Define Reflective Learning.
 Discuss process of Journal writing.
 Describe Critical thinking .
 Discuss writing objectives.

4.  Reflection involves describing, analyzing
and evaluating our thoughts,
assumptions, beliefs, theory base and
actions. It includes:
 Looking forward (Prospective Reflection)
 Looking at what we are doing now
(Spective Reflection)
 Looking Backward (retrospective
Reflection) Alsop and Ryan (1996)

5.  There are many styles of learning. In the last
few decades, reflective learning has come
into the education spotlight.
 Reflective learning involves students
thinking about what they have read, done, or
learned, relating the lesson at hand to their
own lives and making meaning out of the
material. It's more than just memorizing
some facts, formulas, or dates

6.  Learning to learn
 Metacognition = thinking about your own
learning process
 Developing insight
 Deliberate process during which the
candidate takes time, within the course of
their work, to focus on their performance
and think carefully about the thinking that
led to particular actions, what happened and
what they are learning from the experience,
in order to inform what they might do in the
future.
(King, 2002)

7.  What they are learning ?
 Why they are learning it?
 How they are learning it ?
 How they are using what they are learning ?
 Their strengths and weaknesses in learning .
 Their learning priorities.
 Improve and build upon their learning
process .
 how well they are working towards their
short-, medium- and long-term goals.

8.  Their motivation
 Their attitudes and ideas, and changes
 Skills they need for different components
of their study and learning
 What (if anything) is blocking their
learning
 The gaps in their knowledge and skills,
and how they might best work towards
filling

9.  The specialist discourse of their subject
area .
 Discipline-specific conventions.
 The ways in which knowledge is
constructed and meaning is created in
their particular subject area(s).

10.  There are several advantages of reflective
learning for the student, which include:
 Accepting responsibility for learning and,
as a result, for the personal growth.
 Becoming metacognitive, or aware of the
internal thinking processes
 Becoming aware of their motives and
actions
 Seeing a link between the work they are
putting into learning and what they are
getting out of it

11.  • Like to process information before
trying it out
 • “Let’s think through it first”
 • Like to work alone.
 • May have trouble getting started if they
think too long before acting.
 • When learning new information, should
stop periodically and try to apply it in
new ways.

12.  There are several prominent people who
have developed their own theories on
reflective learning, but we will touch on
two theorists who are, perhaps, the best
known among reflective practitioners.
 1. John Dewey
 Dewey is a famous name in education,
and Dewey believed that reflection was a
necessary precursor to action

13.  In other words, Dewey advocated that
students need to think and mull over what
they read and encounter, and after doing
this, they can apply that knowledge better.
 3. David Kolb
 Kolb developed an entire learning cycle,
which includes elements of feeling,
watching, thinking, and doing.

14.  While in this cycle, the learner is actively
observing, conceptualizing,
experimenting, and finally, experiencing.
Kolb felt that moving through the
different steps in this cycle was very
important to being a reflective learner.

16.  The word journal comes from the French
word jour and from the Latin word diurnalis
meaning daily.
 journal is some form of notebook in which
daily writing (or at least regular writing) is
recorded.
 Journals help people clarify their thought
feelings, responses, and insights into daily
events gives writers an opportunity to
discover what they think and how they feel
about different topics.

17. it is in informal, casual writing.
By writing about different topics, that not only
improve writing skills, but also have an
opportunity to explore thoughts without being
chastised for grammar, usage, or other errors.
Journals are idea books; they are places
where
writers are free to “think” in writing.

18.  Learning Journals
 Diaries.
 Dream Book or Log.
 Autobiographies, Life Stories, and Memoirs
 Spiritual Journals.
 Professional Journals
 Interactive Reading Log.
 Theory Log
 Electronic Journaling

19.  Select a journal that inspires you to write.
 Write your name and address on the first
page.
 Make a snap-shot of your life on the next
few pages
 Include your Goal Template
 Personal experiences
 Thoughts and feelings
 Books you are reading
 People you are meeting
 Courses you are doing
 Ideas you are creating

20.  A journal is a continued series of writings made
by a person in response to their life experiences
and events.
 Diaries contain a description of daily events.
 A journal may include those descriptions, but it
also contains reflections on what took place
and expresses emotions and understandings
about them. It doesn't matter what you call your
writing, either a diary or journal, as long as you
see the distinction between these two ways of
writing.

21.  W – What do you want to write about? What’s going on?
How do you feel? What are you thinking about? What do
you want? Name it.
 R – Review or reflect on it. Close your eyes. Take three
deep breaths. Focus. You can start with “I feel…” or “I
want…” or “I think…” or “Today….” or “Right now…” or
“In this moment…”
 I – Investigate your thoughts and feelings. Start writing
and keep writing. Re-read what you’ve already written and
continue writing.

22.  T – Time yourself. Write for 5-15 minutes.
Write the start time and the projected end
time at the top of the page. Set alarm .
 E – Exit smart by re-reading what you’ve
written and reflecting on it in a sentence or
two: “As I read this, I notice—” or “I’m aware
of—” or “I feel—”. Note any action steps to
take

23.  Personal Growth Development.
 Intuition and Self-Expression
 Problem Solving
 Stress Reduction and Health Benefits
 Reflection/Critical Thinking
 Overcoming Writing Blocks

26.  Critical thinking is reasonable reflective
thinking focused on deciding what to believe
and what to do?
(Anies, 1992)
26

27.  “skilled readers do not read blindly; they
read purposely.”
 They have an agenda, goal, or objective”
Paul and Elder (2004)
 People who think critically can analyze their
own thinking and realize they can improve
their own reasoning; a highly cultivated
critical thinker raises vital questions and
problems, gathers and assesses relevant
information, thinks open-mindedly, and
communicates effectively
(Elder, 2007; Scriven, Paul, 1987).

28. 28
Problem
solving Creativity
Decision
making
Critical
thinking

29.  To improve the thinking skill of person
and thus better prepare and to succeed in
the world.
 It helps the person to avoid false beliefs.
 To increase person reasoning abilities.
 Person also using logic and problem
solving abilities. 29

30. 30
In the picture, with careful observation, you
should be able to see 11 people

31.  Critical thinking in nursing is an essential
component of professional accountability
and quality nursing care.
 Critical thinkers in nursing exhibit these
habits of the mind: confidence, contextual
perspective, creativity, flexibility,
inquisitiveness, intellectual integrity,
intuition, open-mindedness, perseverance,
and reflection.
Rubenfeld (2000).

32.  Critical thinkers in nursing practice the
cognitive skills of analyzing, applying
standards, discriminating, information
seeking, logical reasoning, predicting,
and transforming knowledge.

33.  Critical thinking is a way to control our
minds to better understand the thinking of
both ourselves and others.
 It is a process we can use to evaluate and
challenge the thoughts and ideas that occur
to us.
 Critical thinking helps us to understand the
limits of our knowledge 33

34.  It allows us to think more independently
and to better recognize built in biases of
ourselves and others.
 Critical thinking is a way that control our
thought and the most of our fallings and
insight that we do not limits our selves
mentally.
34

36.  “Clear objectives can help the instructor
design lessons that will be easier for the
student to comprehend and the teacher
to evaluate".
 "A properly written objective tells you
what specific knowledge, skill, or attitude
is desired and what method of instruction
and criteria for learner achievement are
required."

37.  Writing clear course objectives is
important because:
 Objectives define what you will have the
students do.
 Objectives provide a link between
expectations, teaching and grading.

38.  A clear learning objective states what the
learner will be able to do upon
completion of a continuing medical
education activity, in terms of behavioral
change. A clear objective identifies the
terminal behavior or desired outcome of
the educational offering.

39.  Clear
 Concise
 Concrete

40. Step 1
• Learning objectives begin with the phrase:
• “At the conclusion of this activity, participants will be able
to…”
Step 2
• Connect step one with an action verb which
communicates the performance by the learner. Use verbs
which describe an action that can be observed and that
are measurable within the teaching time frame (e.g., define
, discuss, enlist , etc
Step 3
• Conclude with the specifics of what the learner will be
doing when demonstrating achievement or mastery of the
objectives. Stress what the participant will walk away from
the activity with.

41. A-Audience: The who. "The student will be
able to…"
› B-Behavior: What a learner is expected to
be able to do or the product or result of
the doing. The behavior or product should
be observable.
› C-Condition: The important conditions
under which the performance is to occur.

42.  D-Degree: The criterion of acceptable
performance. How well the learner must
perform in order for the performance to be
considered acceptable.

43.  The following guidelines are provided to
assist in the development of appropriate
learning objectives:
 Use one of the measurable action words
below.
 Write from the perspective of what the
learner will be able to do after your
presentation.
 Create a single action for each objective. No
compound objectives (e.g. list and discuss).

44.  Do not start your learning objective with the
number, bullet, asterisk or any other special
characters.
 Words to Avoid
appreciate , believe . Improve , learn
become , grow , know understand
become

45.  Coughlan, A (2007-08). Reflective
learning: keeping a reflective, learning
journal. DCU Student Learning
Resources. (p.1-4)
https://www.dcu.ie/sites/default/files/stud
ents/Reflectivelearning.pdf
 Process Documentation and Journal
Writing: Guidelines for Making the Most
out of Your Field Experiences

46.  Özkahraman, Yildirim, B. An Overview of
Critical Thinking in Nursing and Education.
American International Journal of
Contemporary Research (September 2011) ,1
(2). P 1-7
 http://www.brainyquote.com/quotes/keyword
s/reflection.html
 Hagedorn R (1995) Occupational Therapy:
perspectives and Processes. London:
Churchill Livingstone
 Lisa Mendez and Jodene Neufeld. CLINICAL
REASONING... What is it and why should I
care?
file:///C:/Users/Nursing/Downloads/Documen
ts/Clinical_reasoning.pdf