Sentence examples for reflective outcomes from inspiring English sources

By defining that common ground, we have been able to assemble an eclectic model, which sees reflection as comprised of: 1. reviewing experience; 2. critical analysis; and 3. reflective outcomes.

The other, based on the work of Mezirow, labelled students as: non-reflectors (no evidence of reflective thinking), reflectors (evidence of relating experience to learning opportunities) and critical reflectors (evidence of integrating reflective outcomes in professional behaviour).

The other approach is the identification of phases in the reflection process considering items of reviewing an experience, analysis and reflective outcome based on the used model of reflection [ 29, 30].

Reflective outcome comprises the 'new perspectives' resulting from phase two, and the 'translation of those perspectives into behaviour that has been informed by reflection'.

Both Korthagen and Stockhausen have highlighted this process with the term reflection spiral with each winding leading to a higher order of understanding, practice or learning [ 23, 26]. Figure 1 shows the complete eclectic model, which describes reflection in three phases: 1. 'Reviewing the experience', 2. 'Critical analysis', and 3. 'Reflective outcome'.

Decision modelling guidelines recommend that costs included in the model should be consistent with the selected perspective, reflective of all outcomes included in the model and should also be incorporated from data sources in a consistent manner [24, 25].

Thus, our results may be more reflective of the outcomes of SSI due to MRSA in these types of procedures.

However, this study does not capture recent outcomes reflective of newer HCV triple therapy regimens since the new DAAs were only approved for use in 2011 and 2013.

In this sample there was a high incidence of all three adverse outcomes, reflective of the frail nature of patients under PHN follow-up.

However, greater investigator flexibility allowed outcomes reflective of actual clinical practice, and we believe that GI-REASONS has proven that clinically relevant comparative treatment data can be captured through a trial of PROBE design.

One set of definitions refer to student engagement as a desired outcome reflective of a student's thoughts, feelings, and behaviors about learning.