Using reflection in teaching & learning (with particular reference to a session on stigma in m.h.)

Scott Macpherson
Mind Map by Scott Macpherson, updated more than 1 year ago
Scott Macpherson
Created by Scott Macpherson about 4 years ago
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Mind map for using reflection in teaching and learning with particular reference to a session on stigma in mental health.

Resource summary

Using reflection in teaching & learning (with particular reference to a session on stigma in m.h.)
1 Reflective/Reactive?
1.1 The Reflective Practitioner (Biggs and Tang 2011)
1.1.1 Transformative Reflection
1.1.1.1 Reflect, plan apply, evaluate
1.1.1.1.1 Desired outcomes: 1. Enhanced teaching 2. Enhanced learning for students/lecturer 3. Enriched experience for students/lecturer
1.1.1.1.1.1 Implications for practice
1.1.1.1.1.1.1 UKPSF: A1, K5, K6
1.1.1.1.1.1.2 UKPSF: 2 (e), 4 (c), (d), 8 (g)
1.1.1.1.1.2 UKPSF: A1
1.1.1.1.1.3 NMC: 2 (b)
1.1.1.1.2 Action Learning
1.1.1.1.2.1 CPD
1.1.1.1.2.1.1 UKPSF: A1, A5, V3
1.1.1.1.2.1.2 NMC: 2 (e), 7 (a), (d), 8 (d)
1.1.1.1.3 UKPSF: K2, K5, K6, V3
1.1.1.1.4 NMC: 2 (a), 4 (d), 5 (e), 8 (d), (f), (g)
1.1.1.2 Own reflections, students reflections, critical friend, supervisor
1.1.1.2.1 UKPSF: A2, A3, K5, K6, V3
1.1.1.2.2 NMC: 1 (c), 3 (c), 4 (b), 5 (e), 6 (c), 8 (d)
1.1.1.3 Consideration of own Teaching theory & impact of this
1.1.1.3.1 UKPSF: A2
1.1.1.3.2 NMC: 1 (b)
1.1.1.4 UKPSF: A1
1.1.1.5 NMC: 2 (e)
1.1.2 Consideration of Teaching/Learning climate
1.1.2.1 UKPSF: A2, A4 , K5, K6
1.1.2.2 NMC: 1 (a), (b) ,(d), 3 (a), 5 (c), (e), 6 (c)
1.1.3 Role modelling
1.1.3.1 UKPSF: K1
1.1.3.2 NMC: 6 (d), (e)
1.2 Scholarship of Teaching & Learning (Trigwell et al 2000)
1.2.1 Designing session: Constructive Alignment (Biggs and Tang 2011)
1.2.1.1 Feedback to & from students
1.2.1.1.1 UKPSF: A3, K4, K5
1.2.1.1.2 NMC: 3 (b), (c), (d), (e), 4 (a), (b), 8 (f), (g)
1.2.1.2 Consideration of diversity of individual learners
1.2.1.2.1 UKPSF: A2, A4, K4, V1, V2
1.2.1.2.2 NMC: 1 (b), (d), 3 (a), 5 (a), 6 (c), 7 (c)
1.2.1.3 UKPSF: K2, K4, K5, A1
1.2.1.4 NMC: 2 (a), (b), 8 (f)
1.2.1.5 Collaboration & Co-production
1.2.1.5.1 UKPSF: K2, K5, A3, V2, V3, V4
1.2.1.5.2 NMC: 3 (b), (c), 5 (a), (b), (c), 7 (b), 8 (c)
1.2.2 UKPSF: A2, K2, V3
1.2.3 NMC: 2 (a), 5 (d)
1.2.4 Balancing workload & prioritising
1.2.4.1 UKPSF: K2
1.2.4.2 NMC: 8 (e)
1.2.5 Ensuring a safe & effective environment
1.3 UKPSF: K2
1.4 NMC: 2 (a)
2 Explore evidence of existing stigma & its impact
2.1 Mason et al 2010; King 2014; Page 2009; Fielding 2013; Weight et al 2013
2.2 UKPSF: K1, K2, V3
2.3 NMC: 2 (a), (f), 6 (d), 7 (b)
3 Measuring attitudes pre & post teaching
3.1 Analysis of data
3.1.1 Making sense of data
3.1.1.1 Generalizable?
3.1.1.1.1 Implications for practice
3.1.1.1.1.1 UKPSF: A1, K5, K6, V3
3.1.1.1.1.2 NMC: 2 (e), 4 (c), (d), 7 (b), 8 (g)
3.1.1.2 UKPSF: K1
3.1.1.3 NMC: 2 (f)
4 Quality Assurance & Enhancement
4.1 Effective Communication Skills
4.1.1 UKPSF: A1
4.1.2 NMC: 8 (a), (b)
4.2 UKPSF: K5, K6
4.3 NMC: 4 (a), (d), 5 (e), 7 (d), 8 (b)
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