Teacher candidates' reflective teaching and learning in a hospital setting- changing the pattern of practical training: a challenge to growing into teacherhood

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.