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The self in self-awareness.

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Title: The self in self-awareness.
Authors: Cook SH (AUTHOR)
Source: Journal of Advanced Nursing (Wiley-Blackwell). Jun99, Vol. 29 Issue 6, p1292-1299. 8p.
Subject Terms: *Nursing students, *Learning strategies, Self-perception
Abstract: The concepts of 'self' and 'person' are central to educational and therapeutic endeavours. This paper examines the emergence of 'self-awareness' as an explicit concern in the education of preregistration nurses. In particular, it questions the claims that specific experiential learning strategies are the most appropriate for promoting self-awareness in students, and that these strategies produce greater understanding of theory in students and give greater depth of meaning to theory for students. It argues that the long and complex history associated with the concepts of self, self-awareness and 'person' makes the unproblematic stance adopted towards them in the nursing literature untenable, and calls for a more rigorous and critical appraisal of experiential learning strategies commonly used to promote self-awareness. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Advanced Nursing (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL: 5866865
Database: Education Research Complete
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  Availability: 0
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DbLabel: Education Research Complete
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AccessLevel: 6
PubType: Academic Journal
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  Data: Journal of Advanced Nursing (Wiley-Blackwell). Jun99, Vol. 29 Issue 6, p1292-1299. 8p.
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  Data: The concepts of 'self' and 'person' are central to educational and therapeutic endeavours. This paper examines the emergence of 'self-awareness' as an explicit concern in the education of preregistration nurses. In particular, it questions the claims that specific experiential learning strategies are the most appropriate for promoting self-awareness in students, and that these strategies produce greater understanding of theory in students and give greater depth of meaning to theory for students. It argues that the long and complex history associated with the concepts of self, self-awareness and 'person' makes the unproblematic stance adopted towards them in the nursing literature untenable, and calls for a more rigorous and critical appraisal of experiential learning strategies commonly used to promote self-awareness. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Advanced Nursing (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1046/j.1365-2648.1999.01014.x
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      – Code: eng
        Text: English
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        PageCount: 8
        StartPage: 1292
    Subjects:
      – SubjectFull: Nursing students
        Type: general
      – SubjectFull: Learning strategies
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      – SubjectFull: Self-perception
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              M: 06
              Text: Jun99
              Type: published
              Y: 1999
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