Teacher candidates' reflective teaching and learning in a hospital setting- changing the pattern of practical training: a challenge to growing into teacherhood
K. Hyrkas et al., Teacher candidates' reflective teaching and learning in a hospital setting- changing the pattern of practical training: a challenge to growing into teacherhood, J ADV NURS, 33(4), 2001, pp. 503-511
Aims of the project. The main goal of the 'teacher candidates' reflective t
eaching and learning' project was to integrate theories of reflection in ed
ucation and nursing practice. This was realised through teacher candidates'
practical training in a hospital setting providing them with personal expe
riences of reflection in different forms and contexts. In this paper one te
acher candidate pair's experiences of developing documentation in one opera
ting theatre are described.
Background. The power of reflection is acknowledged in health care educatio
n and, on the other hand, also in nursing practice. Reflection, however, is
not spontaneous but it requires active contribution. The key persons in th
is respect seem to be healthcare teachers. The challenges for today are tha
t, for example, the theoretical background of reflection is multi-fold and
that the concept of reflection is popularised in common use.
Design of the project. The project (1995-1998) was accomplished in one of t
he biggest university hospitals in Finland. On the collaborating wards, sys
tematic team supervision was in progress. Teacher candidates planned and im
plemented in-service-training modules for teams based on educational needs
raised during team supervision sessions.
Findings. The contribution of the project can be assessed as important to h
ealth care teacher education, but also to nursing practice. Practical train
ing in a hospital setting enhanced teacher candidates' ability to work as t
eachers in a hospital organisation as well as a nursing college/polytechnic
by providing them with a new viewpoint. They learned valuable lessons from
applying theory, as planning in-service-training required continuous refle
ctive discussion with the nursing staff but also theoretical reflection. Im
provements in nursing practice were also promoted as staff educational need
s were met.
Conclusions. Shifting the teacher candidates' practical training into a hos
pital setting and emphasising reflection seemed to promote their profession
al development towards teacherhood and improve nursing practice.