Fostering Reflective Skills in Audiology Practice and Education

Carol Geltman Cokely; Christine G. DePlacido

doi:10.1055/s-0032-1304729

Seminars in Hearing, Inhaltsverzeichnis

Semin Hear 2012; 33(01): 065-077
DOI: 10.1055/s-0032-1304729

Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Fostering Reflective Skills in Audiology Practice and Education

Carol Geltman Cokely

¹University of Texas at Dallas, Dallas, Texas.

,

Christine G. DePlacido

²Division of Speech and Hearing Sciences, Queen Margaret University, Edinburgh, East Lothian.

› Institutsangaben

Abstract

Reflection is considered a deliberate process of learning from experience with the goal of realizing effective and rewarding patient and personal outcomes. Reflective thinking has become incorporated into clinical practice and education across health-care professions. Facilitators for development of reflection and reflective practice include appropriate timing, a supportive environment, feedback, and mentorship. This article introduces the reader to models and forms of reflection, discusses facilitators and detractors to effective reflection, and reviews critical commentary. The Reflective Journal, 4 Habits of Effective Audiologic Service, and Self Reflection of Learning are three tools that guide students or practitioners in reflective activities.

Keywords

Reflection - reflective practice - reflective journal - health professional education - clinical supervision

Volltext

Referenzen

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