NUR 665 Assignment Implementation Reflection

NUR 665 Assignment Implementation Reflection

NUR 665 Assignment Implementation Reflection

An effective nurse educator participates in continuous reflection of instruction. Reflection allows the nurse educator to identify areas of needs in order to improve practice and student success.

The purpose of this assignment is to reflect on lesson plan implementation in the practicum setting.

After implementing your lesson plan, write a 350-500 word short answer reflection on the following questions:

Were students actively engaged in the learning? How do you know?

Did you make changes to your lesson during implementation? What were the changes and why did you make that change?

What refinements will be necessary before implementing this lesson again? Support your answer with at least one evidence-based practice.

What went well that you will repeat in future lesson plan implementations?

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This assignment requires 2-3 scholarly sources.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Educators have long recognized the importance and applicability of critical reflection across a wide range of educational settings, yet in practice it remains a challenging and nebulous concept for many to firmly grasp. In education, the concept of reflection dates back to the work of John Dewey (1933), who defined it as “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends” (p. 9). Dewey was the first to point out that experience alone does not constitute learning; instead, a conscious realization must occur for the experience to become a source of learning.

In examining the depth of reflection, Rogers (2001) made an influential and careful study and synthesis, while Peltier, Hay, and Drago (2005) put forward a way to evaluate different levels of reflective thinking, which include habitual actions, understanding, reflection, and critical reflection (refer to Weimer, 2012). Yet the void of ecologically valid classroom-based research on incorporating reflection to improve student learning has left teachers largely on their own when it comes to creating opportunities for reflection in their courses.

Reflection is, however, intrinsically linked to metacognition and self-regulation, where there is ample evidence as to their importance to learning (e.g., Bartimote-Aufflick, Bridgeman, Walker, Sharma, & Smith, 2016; Chen, Chavez, Ong, & Gunderson, 2017; Lang, 2012). Through reflection, learners develop their ability to integrate the insights they gain into their learning/life experience so that they can make better choices and improve their learning (Rogers, 2001). The end goal, self-regulated learning, as defined by Hadwin (2008), involves “the deliberate planning, monitoring and regulating of cognitive, behavioral and affective or motivational processes towards completion of an academic task”