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The effects of reflective counseling on learning outcomes for undergraduate students in social education

Høium, Kari; Klintwall, Lars; Lunde, Gerd Hilde
Journal article, Peer reviewed
© 2015 kari høium, lars klintwall and gerd hilde lunde. this is an open access article distributed under the terms of the creative commons c c- b y 4.0 license (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
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URI
https://hdl.handle.net/10642/2982
Date
2015
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Original version
Høium, K., Klintwall, L. & Lunde, G.H. (2015). The effects of reflective counseling on learning outcomes for undergraduate students in social education. UNIPED, 38(2), 128-141   https://doi.org/10.18261/ISSN1893-8981-2015-02-03
Abstract
Utdannings- og forskningsdepartementet fremhever evnen til refleksjon som en

betydningsfull variabel for å kunne møte pasientenes behov for kvalitet og

koordinerte tjenester. Det ble tilrettelagt for reflekterende veiledning for

intervensjonsgruppen midtveis i praksisperioden for å øke studentenes

refleksjonsferdigheter, og for å se om disse ferdighetene ville influere på

studentenes læringsutbytte. Spørsmål som dekket læringsutbyttebeskrivelsene

for praksisperioden, og selvrapporterte erfaringer fra refleksjonsseminaret ble

besvart av 58 studenter før og etter praksisperioden. Studentene ble tilfeldig

fordelt til reflekterende veiledning og tradisjonell veiledning. Resultatene viser

at studentene som mottok reflekterende veiledning snakket mer om sine

erfaringer fra praksis, noe som indikerer et personlig læringsutbytte og en mer

reflektert atferd sammenlignet med kontrollgruppen. Det var ingen forskjeller

når det gjaldt akademisk læringsutbytte. Studien peker på betydningen av

reflekterende veiledning som et verktøy for å forsterke evidensbasert praksis,

men det kreves lengre varighet for å oppnå effekt når det gjelder akademisk

læringsutbytte
 
According to the Norwegian Ministry of Education and Research,

practitioners´ ability to reflect is a significant variable in meeting the need of

patients for quality and coordinated services. Reflective learning seminars

were organized for an intervention group midway through practice placement

in order to increase student reflection skills, and to see if these skills would

influence the students’ learning outcomes. Questionnaires covering concrete

learning goals and subjective experiences were administered before and after

the internship period to fifty-eight students. These students were randomly

assigned to either reflective or ordinary counseling. Results showed that the

reflective counseling group talked more about their experiences from practice,

indicating personal learning outcomes and more reflective behavior, compared

to the control group. There were no differences in academic learning

outcomes. The study points to the importance of reflective counseling as a tool

for enhancing students’ evidence-based practice, but longer durations of

counseling might be needed to achieve an effect on academic learning

outcomes
 
Publisher
Universitets- og Høgskolerådet
Series
UNIPED;38(2)

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