VENKATESH REDDY, N. (2024). ANALOGY-GUIDED LEARNING: RELEVANCE IN NURSING. Helwan International Journal for Nursing Research and Practice, 3(8), 264-267. doi: 10.21608/hijnrp.2025.348599.1271
NAGESHWAR VENKATESH REDDY. "ANALOGY-GUIDED LEARNING: RELEVANCE IN NURSING". Helwan International Journal for Nursing Research and Practice, 3, 8, 2024, 264-267. doi: 10.21608/hijnrp.2025.348599.1271
VENKATESH REDDY, N. (2024). 'ANALOGY-GUIDED LEARNING: RELEVANCE IN NURSING', Helwan International Journal for Nursing Research and Practice, 3(8), pp. 264-267. doi: 10.21608/hijnrp.2025.348599.1271
VENKATESH REDDY, N. ANALOGY-GUIDED LEARNING: RELEVANCE IN NURSING. Helwan International Journal for Nursing Research and Practice, 2024; 3(8): 264-267. doi: 10.21608/hijnrp.2025.348599.1271
Asst Professor and Head, Department of Mental Health and Psychiatric Nursing, Faculty of Nursing, Al Baha University, Al Baha, Kingdom of Saudi Arabia.
Abstract
Analogy is a mapping of knowledge from one domain (the base) in to another (the target) which conveys that a system of relation that holds among the base objects also holds among the target objects The target objects need not have to resemble the corresponding base objects. Here the objects are placed by virtue of their roles in the common relational structure. Thus an anology is a way of noticing a relational commonalities independently of the objects in which the relationships are embedded. The principle of systematicity is the central core of the analogy. There is also a maximization of consistency and systematicity in analogy. Analogy-guided learning experiences specifically designed to promote analogical reasoning, reflection-on-action, and reflection-in-action. The design of learning experiences was based on theoretical and empirical literature related to analogical reasoning and reflective practice.When instructors explicitly question students in clinical practice to recall prior situations and identify similarities and differences with a current novel situation, it fosters the development of students’ analogical reasoning skills used in the decision-making process. The processes of reflection-inaction and reflection-on-action increase students’ ability to interpret cues in the novel situation that relate to prior situations. Students’ development and application of these skills during practice results in enhanced CDM ability.
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