Some considerations concerning practice and feedback in nursing education


  • J Greenwood SRN SCM DipN RNT DipEd MEd PhD

    1. Associate Professor in Nursing, The Flinders University of South Australia, GPO Box 2100, Adelaide 5001, Australia
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Dominant approaches to reflective practice and experiential learning in Australia and the United Kingdom seem to reflect a limited view of the functions of practice and feedback in human learning These functions will be described from a cognitive psychological perspective and the weaknesses of such approaches discussed It will be argued that Schonian reflective practice and some experiential learning techniques can reinforce rather than eliminate inappropriate action tendencies and that this, in turn, could consolidate nursing's theory–practice gap