Abstract
This article outlines steps taken to introduce two new nurse academics to reflective practice to demonstrate staff development in clinical teaching. The personal exploration of practice by two beginning university teachers, Angela and Helen, draws on reflective practice to inform their interpretations of clinical teaching. Thepaper examines reflective practice and, in particular, strategies of journal writing, audio‐taped debriefing sessions, and the use of a ‘critical friend’ to support and inform reflection. The process indicates that personal and collaborative reflection provides an avenue to investigate and improve teaching and learning in clinical education. It also demonstrates an effective non‐judgmental process which facilitates quality in all types of educational experiences, and which can aid university review procedures.
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