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Reflective components in undergraduate mental health nursing curricula: some issues for consideration
Citation
Cleary, M and Horsfall, J and Happell, B and Hunt, GE, Reflective components in undergraduate mental health nursing curricula: some issues for consideration, Issues in Mental Health Nursing, 34, (2) pp. 69-74. ISSN 0161-2840 (2013) [Refereed Article]
DOI: doi:10.3109/01612840.2012.722171
Abstract
After reflective practice took nursing by storm 20 years ago it is timely to re-examine its influence and implementation on undergraduate teaching. Elements of reflection in relation to learning, matters that affect students and teachers in the classroom and on clinical placements, are reiterated. Interpersonal ethical concerns and issues associated with students’ emotional responses to the situations on which they reflect also are considered. We have identified a number of elements that must be considered from both the student's and educator's perspectives to ensure safe and appropriate reflection activities are used in mental health-specific or non-specific undergraduate nursing subjects.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Research Division: | Medical and Health Sciences |
| Research Group: | Nursing |
| Research Field: | Mental Health Nursing |
| Objective Division: | Health |
| Objective Group: | Public Health (excl. Specific Population Health) |
| Objective Field: | Mental Health |
| UTAS Author: | Cleary, M (Professor Michelle Cleary) |
| ID Code: | 107486 |
| Year Published: | 2013 |
| Web of Science® Times Cited: | 9 |
| Deposited By: | Health Sciences |
| Deposited On: | 2016-03-17 |
| Last Modified: | 2017-11-02 |
| Downloads: | 0 |
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