Although it is relatively easy to study and learn about a practice discipline in the safe
environment of an academic institution, it is far more complex to make sense of what
has been learned when faced with the real world of practice. Practitioners need to
think on their feet and have to find new ways of managing complex problems which
do not fit directly into the theoretical frameworks learned in a more formal setting.
Knowledge of what the various disciplines say is not in itself sufficient, experiential
knowledge is necessary.
The key to learning in the experiential domain is critical reflective practice and
emancipatory learning, which empower practitioners to explicate their implicit
theories. If autonomy is the goal of professional education, the key is to help adult
learners to distance themselves from their own values and beliefs in order to entertain
more abstract modes of perception.
The purpose of this inquiry was therefore, to construct a model for facilitation of
critical reflective practice, based on thorough analysis of the main concepts (critical
thinking and reflection), related viewpoints, models and theories; and the data
gathered and analyzed during, the naturalistic inquiry. The inquirer sought to.
develop each participant through Socratic & Learning Through Discussion
(Dialogical) Technique, Critical Incident Reporting and participation in Critical
Reflective Exercises.
The constructed model for facilitation of critical reflective practice evolved from
empirical observations, intuitive insights of the inquirer and from deductions
combining ideas from several fields of inquiry. The model for facilitation of critical
reflective practice postulates that practitioners have the inherent potential to change
from auto-pilot practice to critical reflective practice. The purpose of the model is
the facilitation of heightened awareness of the self, to enable health care professionals
to consciously meet community needs and expectations. The desired outcome is
transformative intellectuals who will strive to empower others to become critical
reflective learners and practitioners. / Health Studies / D.Litt. et Phil. (Nursing Science)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/16243 |
| Date | 06 1900 |
| Creators | Van Aswegen, Elsie Johanna |
| Contributors | Brink, Hilla, Steyn, P. J. N. (Paul Johannes Nicolaas), 1949- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xxi, cxxiii leaves) : illustrations |
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