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dc.contributor.authorCokely, C. G.
dc.contributor.authorDePlacido, Christine
dc.date.accessioned2018-06-29T15:53:27Z
dc.date.available2018-06-29T15:53:27Z
dc.date.issued2012-02
dc.identifierER2912
dc.identifier.citationCokely, C. & DePlacido, C. (2012) Fostering Reflective Skills in Audiology Practice and Education, Seminars in hearing, vol. 33, , pp. 65-77,
dc.identifier.issn0734-0451
dc.identifier.urihttp://dx.doi.org/10.1055/s-0032-1304729
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/2912
dc.description.abstractReflection 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.
dc.format.extent65-77
dc.publisherGeorg Thieme Verlag
dc.relation.ispartofSeminars in hearing
dc.subjectReflection
dc.subjectreflective practice
dc.subjectreflective journal
dc.subjecthealth professional education
dc.subjectclinical supervision
dc.titleFostering Reflective Skills in Audiology Practice and Education
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultycasl
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dc.description.volume33
dc.description.ispublishedpub
dc.description.eprintid2912
rioxxterms.typearticle
qmu.authorDePlacido, Christine
dc.description.statuspub
dc.description.number1


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