Georgina Callister


This research developed from the recognition that work-based placement briefing and debriefi ng sessions need to encourage refl ection and student self-directed learning. An action research methodology was used to obtain students views of the value of briefi ng and debriefing sessions. Changes to session format were introduced and then in response to student comments they were re-evaluated. Results demonstrated that students were unhappy with the original format. They preferred and became more fully engaged with the self-directed, student-centred sessions when refl ection was an integral element.