ABSTRACT

This paper presents a framework for reflective writing specifically for academic purpose, offering a new contribution to the already established literature on reflection. Reflection is a notion that is fundamental to the development of emotional intelligence in our nurses and healthcare practitioners, with nursing curriculums designed to assess our students’ ability to reflect. However, due to the use of the current reflective cycles and frameworks already positioned in the literature as structures for reflective writing for academic purpose, our students are finding reflective writing for academic purpose challenging. This paper therefore presents a discourse of the pedagogical practices of teaching reflection that offers amendments required to support a more naturalised embedding of reflection within the health curriculum, in particular the way in which we use reflection and reflective writing as a mode of assessment. The discussion advises on how best to support our nursing and allied health students, offering an alternative perspective on the role reflection plays in the curriculum. Most importantly, this paper presents a new unique framework for reflective writing for academic purpose: ‘Experience, Deconstruction, Implementation’ (EDI), which will support students in engaging more appropriately with reflection while naturalising the development of critical, analytical thinking.

摘要

本文提出了一个专门用于学术目的的反思性写作框架，为已经建立的反思性文献提供了新的贡献。反思是我们的护士和医疗保健从业者发展情商的基础，护理课程旨在评估学生的反思能力。然而，由于使用当前的反思循环和已经在文献中定位的框架作为学术目的的反思性写作结构，我们的学生发现出于学术目的的反思性写作具有挑战性。因此，本文介绍了反思教学教学实践的论述，提供了必要的修正，以支持在健康课程中更自然地嵌入反思，特别是我们使用反思和反思性写作作为评估模式的方式。讨论就如何最好地支持我们的护理和专职健康学生提出建议，为反思在课程中的作用提供了另一种视角。最重要的是，本文为学术目的的反思性写作提出了一个新的独特框架：“经验、解构、实施”（EDI），它将支持学生更恰当地参与反思，同时使批判性、分析性思维的发展自然化。