Planting Seeds of Reflective Practice

Sarah Llewellyn

doi:10.1016/j.teln.2021.06.016

Planting Seeds of Reflective Practice

Sarah Llewellyn

School of Nursing

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

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Abstract

Planting Seeds of Reflective Practice

I am SMART
I am CAPABLE
I am HARDWORKING
I am CARING
But, I am HUMAN
I will not stress over the things I cannot control
I will work hard in nursing school not for the “A”, but for my future patients
I will remain focused on my goals, not on any setbacks or challenges I may face
I believe in myself and [redacted] believes in me, too

COVID-19 has forced educators to redesign courses for different delivery modalities. While this originally caused chaos for many faculty members, the continued need for flexibility has provided an opportunity to rethink how courses could best support students both during the pandemic and moving forward. A pre-licensure first semester fundamentals of nursing course changed from fully in-person to hybrid delivery. Adaptations were made with a focus on concepts of growth mindset and creating a supportive environment to foster early acquisition of reflection skills. Many of these adaptations can continue to be incorporated into a fundamental of nursing courses beyond the COVID-19 crisis.

Original language	American English
Pages (from-to)	375-378
Number of pages	4
Journal	Teaching and Learning in Nursing
Volume	16
Issue number	4
DOIs	https://doi.org/10.1016/j.teln.2021.06.016
State	Published - Oct 2021

Keywords

Growth mindset
Reflective practice
Supportive learning environments

EGS Disciplines

Nursing

Access to Document

10.1016/j.teln.2021.06.016

Planting Seeds of Reflective PracticeAccepted author manuscript, 196 KBLicense: CC BY-NC-ND

Cite this

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title = "Planting Seeds of Reflective Practice",

abstract = " Planting Seeds of Reflective Practice I am SMART I am CAPABLE I am HARDWORKING I am CARING But, I am HUMAN I will not stress over the things I cannot control I will work hard in nursing school not for the {\textquotedblleft}A{\textquotedblright}, but for my future patients I will remain focused on my goals, not on any setbacks or challenges I may face I believe in myself and [redacted] believes in me, too COVID-19 has forced educators to redesign courses for different delivery modalities. While this originally caused chaos for many faculty members, the continued need for flexibility has provided an opportunity to rethink how courses could best support students both during the pandemic and moving forward. A pre-licensure first semester fundamentals of nursing course changed from fully in-person to hybrid delivery. Adaptations were made with a focus on concepts of growth mindset and creating a supportive environment to foster early acquisition of reflection skills. Many of these adaptations can continue to be incorporated into a fundamental of nursing courses beyond the COVID-19 crisis.",

keywords = "Growth mindset, Reflective practice, Supportive learning environments",

author = "Sarah Llewellyn",

note = "Publisher Copyright: {\textcopyright} 2021 Organization for Associate Degree Nursing",

year = "2021",

month = oct,

doi = "10.1016/j.teln.2021.06.016",

language = "American English",

volume = "16",

pages = "375--378",

number = "4",

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AB - Planting Seeds of Reflective Practice I am SMART I am CAPABLE I am HARDWORKING I am CARING But, I am HUMAN I will not stress over the things I cannot control I will work hard in nursing school not for the “A”, but for my future patients I will remain focused on my goals, not on any setbacks or challenges I may face I believe in myself and [redacted] believes in me, too COVID-19 has forced educators to redesign courses for different delivery modalities. While this originally caused chaos for many faculty members, the continued need for flexibility has provided an opportunity to rethink how courses could best support students both during the pandemic and moving forward. A pre-licensure first semester fundamentals of nursing course changed from fully in-person to hybrid delivery. Adaptations were made with a focus on concepts of growth mindset and creating a supportive environment to foster early acquisition of reflection skills. Many of these adaptations can continue to be incorporated into a fundamental of nursing courses beyond the COVID-19 crisis.

KW - Growth mindset

KW - Reflective practice

KW - Supportive learning environments

UR - https://www.scopus.com/pages/publications/85111154936

UR - https://scholarworks.boisestate.edu/nursing_facpubs/208

U2 - 10.1016/j.teln.2021.06.016

DO - 10.1016/j.teln.2021.06.016

M3 - Article

SN - 1557-3087

VL - 16

SP - 375

EP - 378

JO - Teaching and Learning in Nursing

JF - Teaching and Learning in Nursing

IS - 4

ER -

Planting Seeds of Reflective Practice

Abstract

Keywords

EGS Disciplines

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