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dc.contributor.authorWalker, Rachelen_US
dc.contributor.authorCooke, Marieen_US
dc.contributor.authorHenderson, Amandaen_US
dc.contributor.authorCreedy, Debraen_US
dc.contributor.editorWillian Lauderen_US
dc.date.accessioned2017-05-03T11:35:10Z
dc.date.available2017-05-03T11:35:10Z
dc.date.issued2013en_US
dc.date.modified2014-08-28T22:15:53Z
dc.identifier.issn02606917en_US
dc.identifier.doi10.1016/j.nedt.2012.03.001en_US
dc.identifier.urihttp://hdl.handle.net/10072/47113
dc.description.abstractLearning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent362065 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherElsevieren_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom504en_US
dc.relation.ispartofpageto511en_US
dc.relation.ispartofissue5en_US
dc.relation.ispartofjournalNurse Education Todayen_US
dc.relation.ispartofvolume33en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchNursing not elsewhere classifieden_US
dc.subject.fieldofresearchcode111099en_US
dc.titleUsing a critical reflection process to create an effective learning community in the workplaceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Nursing and Midwiferyen_US
gro.rights.copyrightCopyright 2012 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2013
gro.hasfulltextFull Text


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