Reflective Mediation: Toward a Sociocultural Conception of Situated Reflection

The objective of the article is to contribute to the development of a sociocultural conception of situated reflection that can be used in empirical studies of reflection, and that can be utilised in development of educational practices. Based on a development of the concept of 'reflective mediation', a conception of reflection is developed from a situated understanding of learning processes. Taking a situated approach, the concept of reflective mediation describes how to understand reflection as an integral part of the immediate activities of the individual. A theoretical framework is developed for empirical studies on reflective activities of higher education students. The framework can be utilised by teachers to develop teaching methods in support of reflection in student learning. The concept of reflective mediation is developed from a combination of pragmatism and cultural historical activity theory, and it covers seven categories of learning and reflection processes. The article makes a distinction between three forms of mediation, two forms of empirical reflection, and two forms of theoretical reflection. The article concludes in a discussion of the implications of the theoretical framework for educational research and for teaching practices within higher education. The article is frontline in the sense that it aims at developing a theoretical conception of situated reflection by combining cultural historical activity theory with pragmatism and theories of situated learning. The novelty of the article is to consider levels of human activity as levels of reflection and to introduce the distinction between theoretical and empirical reflection. Further, the article provides arguments that awareness of objects and instruments of human activity forms the basis of reflective processes. Finally, the article explains how reflection can connect levels of human activity and learning

Knowledge Translation in Healthcare – Towards Understanding its True Complexities Comment on “Using Complexity and Network Concepts to Inform Healthcare Knowledge Translation”

Abstract This commentary argues that to fully appreciate the complexities of knowledge transfer one firstly has to distinguish between the notions of “data, information, knowledge and wisdom,” and that the latter two are highly context sensitive. In particular one has to understand knowledge as being personal rather than objective, and hence there is no form of knowledge that a-priori is more authoritative than another. Secondly, knowledge transfer in organisations can only be successful if the organisation is organised and managed as a “complex adaptive organisation” – its key characteristics arising from it’s a-priori defined common “purpose, goals and values.” Knowledge transfer, seen as “whole of system/organisation learning,” is highly context sensitive; while the principles may apply to many organisations, knowledge as such is not transferable from one context to another, it always will be a unique learning exercise at this particular point in time in this particular organisation

What shapes e-learning effectiveness among tourism education students? An empirical assessment during COVID19

Current study is undertaken to examine the role of Information & Communication Technology (ICT), motivational variables, and virtual competence towards students' e-learning effectiveness. Structural Equation Modelling (SEM) with Partial Least Squares (PLS) was used for data analysis. Findings revealed that different components of ICT, except perception, have a positive impact on e-learning effectiveness. Also, perceived usefulness, perceived enjoyment, virtual self-efficacy, and virtual social skills positively contribute towards e-learning effectiveness of students which contribute to their knowledge acquisition and satisfaction. Findings of the study have unique implications for universities, faculty and students to create/use e-platforms for effective learning experiences

An exploration of registered nurse preparation for safe medication management

This descriptive study examined the perceptions of new graduate registered nurses (RNs) about medication error identification, causes, and reporting; as well as the nursing education and workplace orientation experiences they believed prepared them to safely manage medications. The study also explored how prelicensure RN nursing education and hospital orientation programs in North Carolina (NC) prepared nurses to manage medications safely. The theory of situated cognition provided the organizing framework. Data were collected from the three participant groups (new graduate RNs, schools of nursing, and hospitals) using online surveys, and respondents included 131 new graduate RNs, 35 schools of nursing, and 20 hospitals/hospital systems in NC. Descriptive analyses of data from the modified Gladstone scale revealed that nurses were confident in their ability to identify and report a medication error, but inconsistently identified or reported errors when presented with medication management scenarios. Distinct differences were found between the content topics, teaching strategies, activities, and equipment used by nursing education and workplace orientation programs to teach or review medication management and what was identified as effective preparation experiences by new graduate RNs. An opportunity for improvement in nurse preparation for safe medication management was identified based on the differences between nurse-reported effective experiences for safe medication management preparation and what is being provided by nursing education and orientation programs. Implementing teaching strategies students identified as effective, such as increasing interactive experiences, use of real-world case scenarios, and clinical problem-solving, into the classroom may create a better fit with current student learning styles and ultimately safer nursing care