Huang Wang, Tianyuan Xu, Mengxue Zhang
A mixed method study on Chinese primary school EFL teachers' preparation, affecting factors and support needed to implement intercultural foreign language teaching
PloS one
aim review explore evidence learning reflective writing undergraduate clinical nursing education combination 17 quantitative qualitative studies included three main categories emerged development clinical reasoning skills professional selfdevelopment facilitators barriers learning results revealed reflective writing enhanced students reasoning skills awareness clinical situations however students reflected primarily descriptive level showing limited varied development reflective skills focused selfassessment emotional reactions ability cope clinical situations difficulties reflecting process thinking learning learning promoted instructive guidelines scaffolding detailed feedback trusted available qualified faculty teacher factors facilitated learning included student maturity individual cognitive skills student collaboration mixed tools learning time constraints conflicting values lack feedback support lack trust acted barriers learning reflective writing tool students professional learning students personal development becoming professional nurse