Reflective writing pedagogies in action: a qualitative systematic review

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Kim M. Mitchell ◽  
Tara Roberts ◽  
Laurie Blanchard
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Reflective Writing ◽  
Self Awareness ◽  
Feedback Process ◽  
Qualitative Systematic Review ◽  
Writing Pedagogies ◽  
Academic Search

Abstract Objectives Reflective practice is a core value of nursing education and emphasizes the self as a source of learning. Writing and reflection are often viewed as inseparable. The goal of this qualitative meta-study is to explore the mechanisms writing stimulates to promote learning transformation for nursing students in both clinical and classroom contexts. Methods A literature search using the CINHAL, Medline, ERIC, and Academic Search Complete databases, using systematic methods, identified 26 papers and dissertations which gathered narrative data from nursing students in pre- and post-registration undergraduate courses. Results Three themes were found describing: 1) Evolving through time and space to reflect; 2) Surfacing and absorbing; and 3) Trust, judgement, and social desirability in the feedback process. Conclusions Transformative learning is promoted through forming a bond with faculty during the writing process to normalize emotions, create critical self-awareness, and providing a safe, non-judgemental space to reflect on their practice and their learning.

scholarly journals Community Engagement Leads to Professional Identity Formation of Nursing Students

2020 ◽  
Vol 5 (3) ◽  
pp. 181-184
Author(s):  
Edna R. Magpantay-Monroe ◽  
Ofa-Helotu Koka ◽  
Kamaile Aipa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Community Engagement ◽  
Research Literature ◽  
Self Awareness ◽  
Clinical Learning ◽  
Professional Identity Formation ◽  
Nursing Leaders

Professional identity formation is essential to nursing education. Knowledge, skills, attitudes, and values help form nursing students’ identity. Professional identity is a process of becoming independent and having self-awareness of one’s educational journey (All Answers Ltd., 2018). Maranon and Pera (2015) described that the contrast between didactic and clinical learning may play a role in the ambiguity that initiates nursing students about professional identity. There is a gap in the current research literature and has been underexplored with no intentional plan to address new areas (Godfrey, 2020; Haghighat, Borhani, & Ranjbar, 2020). The goal of professional identity formation is to develop well-rounded students with moral competencies who will blossom into future nursing leaders (Haghighat et al., 2020). The benefit to the community of producing well-rounded nursing students is safety and quality in their actions. This descriptive paper will address examples of how professional identity may be achieved by nursing students’ participation in community engagement such as attendance to professional conferences and intentional mentoring.

scholarly journals Reflective Practice for Professional Development Among Nursing Instructors

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Boniface Harerimana
Keyword(s):  
Nursing Students ◽  
Reflective Practice ◽  
Health Professionals ◽  
Action Plan ◽  
Self Awareness ◽  
Work Experiences ◽  
Clinical Experiences ◽  
Clinical Scenarios ◽  
Reflection In Action ◽  
Reflection On Action

Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities),  and “reflection-on-action” which involves retrospective reviews of the clinical scenarios  experienced by  health professionals (Clouder, 2000; Duffy, 2009). Johns (1995)  suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.

scholarly journals (A46) Health Volunteers during the MT. MERAPI ERUPTION: What did Nursing Students Learn?

2011 ◽  
Vol 26 (S1) ◽  
pp. s13-s14
Author(s):  
E. Rochmawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Perceptions ◽  
Nursing Student ◽  
Descriptive Analysis ◽  
Good Health ◽  
Self Awareness ◽  
Undergraduate Nursing Students ◽  
Health Volunteer ◽  
Undergraduate Nursing

BackgroundUndergraduate nursing students are expected to be responsive and competency, particularly during a disaster. Working as health volunteers is one strategy to develop these skills. However, little research has investigated the experiences of nursing students working as health volunteers during a disaster.ObjectivesThis study aimed to investigate undergraduate nursing student perceptions and experiences of being health volunteer during the Mt. Merapi eruption.Methods: A non-experimental, descriptive design was used. A sampling of 25 undergraduate nurse students who worked as health volunteers during the Mt. Merapi eruption completed a self-administered questionnaire. The questionnaire consisted open- and closed-ended questions, and was used to measure students' self awareness and what they have learned. Additional questions were asked to prioritize attributes required to be health volunteers. Data were aggregated and analyzed using a simple, descriptive analysis.ResultsUndergraduate nursing students had internal motivation of being health volunteers during disaster. Findings of this study illustrated benefits, future impact of being health volunteer, and required attributes of being good health volunteers.ConclusionsStudents' perceptions and experiences during disasters underscores important factors in the promotion of disaster management competency in nursing education.

Cultivating Cultural Competence Through Academic Community Engagement and Clinical Reflection

2020 ◽  
pp. 104365962097169
Author(s):  
Linda James ◽  
Lilibeth Al-Kofahy
Keyword(s):  
Native American ◽  
Nursing Education ◽  
Nursing Students ◽  
Community Engagement ◽  
Cultural Sensitivity ◽  
Teaching Strategy ◽  
Academic Community ◽  
Self Awareness ◽  
Culturally Sensitive Care ◽  
Reflective Journals

Introduction Nursing curriculum must include unique ways to enhance students’ cultural sensitivity to ensure the provision of culturally competent care to our diverse populations. Academic community engagement (ACE) is a pedagogy used to teach course concepts through service. Methodology This was a qualitative study analyzing nursing students’ written reflective journals following their service at a Native American powwow using Lincoln and Guba’s model. The purpose was to examine if the ACE experience influenced their development of cultural sensitivity. Results Reflective journals of 34 first-semester nursing students, enrolled in a nursing specific culture course, were analyzed. Three themes were identified: (a) engagement, (b) cultural sensitivity, and (c) humility and altruism. Discussion The development of self-awareness and the revelation by students of the importance of culturally sensitive care was a key finding supporting the use of ACE as a reliable teaching strategy in nursing education.

Understanding the building of professional identities with the LEGO® SERIOUS PLAY® method using situational mapping and analysis

2019 ◽  
Vol 10 (1) ◽  
pp. 99-112
Author(s):  
Catherine Hayes ◽  
Yitka Graham
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Methodological Approach ◽  
Approaches To Learning ◽  
Social Constructionist ◽  
Academic Learning ◽  
Situational Analysis ◽  
Self Awareness ◽  
Content Type ◽  
Postgraduate Level

Purpose The purpose of this paper is to explore the notion that social constructionist approaches to learning, which a building with the hands provides, is a “technique that leverages the potential of the hand-mind dynamic” as historically reported in the extant published literature. Design/methodology/approach The use of the LEGO® SERIOUS PLAY® (LSP) method in the context of transformative learning in Higher Education was used to drive a Situational analysis with sixteen postgraduate nursing students, from African learning contexts. This methodological approach was used to specifically explore their identity as learners and then to facilitate processes of critical introspection on social constructivist learning opportunities. Findings Students’ perceived LSP permitted a deeper level of critical introspection on their transformative learning journeys than alternative approaches, such as written discourse or extended narratives, could have provided. They also perceived that a major benefit of using the LSP method was that it enabled them to understand and articulate their stories more easily than if they verbally reported them first. Research limitations/implications The sampling the authors used was purposive and reflective of the Nigerian background of our research participants, who study at the University of Sunderland. Practical implications LSP was perceived as an effective vehicle for the facilitation of reflection and self-awareness, which consequently contribute to students’ capacities to function at a metacognitive level. This has the potential to contribute to authentic transformative learning. Academic learning at postgraduate level hinged on the capacity of students to develop a pragmatic and working knowledge of what acknowledging their epistemic cognition entailed. Originality/value The methodological approach implemented in this paper provides a unique means of harnessing a now common gamification technique in pedagogic practice.

scholarly journals Mandala making to foster understanding of theoretical concepts in nursing education: Stress and coping

2017 ◽  
Vol 7 (7) ◽  
pp. 22 ◽  
Author(s):  
Jennifer L. Lapum ◽  
Karen Owusu ◽  
Andy N. Tan ◽  
Simran Rattan ◽  
Phung P.N. Nguyen ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Stress And Coping ◽  
Lessons Learned ◽  
Learning Activity ◽  
Self Awareness ◽  
Theoretical Understanding ◽  
Theoretical Concepts ◽  
Teaching Learning ◽  
And Coping

Opportunities for reflection upon theoretical concepts are a pedagogical necessity in nursing education. Arts-based teaching-learning methods, such as mandala making, can prompt narrative reflection and self-awareness. In this article, we discuss a teaching-learning activity that involved mandala making to facilitate nursing students’ theoretical understanding of health- and illness-related concepts specific to stress and coping. We begin by describing the activity followed by narrative reflections and mandalas from five students. We then share lessons learned in the context of the literature. We suggest that aesthetic narrative probes strengthen the mandala making process and foster deep reflection on theoretical concepts in nursing education.

In Real Time: Exploring Nursing Students’ Learning during an International Experience

2013 ◽  
Vol 10 (1) ◽  
pp. 227-236 ◽  
Author(s):  
Barbara Afriyie Asenso ◽  
Sheryl Reimer-Kirkham ◽  
Barbara Astle
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Transformative Learning ◽  
Real Time ◽  
Learning Experience ◽  
Learning Experiences ◽  
International Experience ◽  
Media Representations ◽  
Educational Strategies ◽  
International Learning

AbstractNursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in “real time” in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students’ learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students’ expectations, and educational strategies for transformative learning and global citizenship.

Art as a Scaffolding Teaching Strategy in Baccalaureate Nursing Education

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sharon K. Hydo ◽  
Diane L. Marcyjanik ◽  
CeCelia R Zorn ◽  
Nicole M. Hooper
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Nursing Practice ◽  
Teaching Strategy ◽  
Baccalaureate Nursing Students ◽  
Self Awareness ◽  
Naturalistic Inquiry ◽  
Written Responses ◽  
Baccalaureate Nursing Education

Although the use of art in nursing education is well highlighted, most of the literature is anecdotal or focuses on development of a reflective nursing practice with clients. In this study, art was used as a scaffold to infuse liberal nursing education by helping baccalaureate nursing students (n = 91) create a personal expression of nursing and move toward greater self-awareness. Scaffolding is a metaphor for supporting learners as they develop higher levels of thinking. Using naturalistic inquiry to analyze students' written responses in a course activity, four themes emerged from the data: art and creativity, teamwork, boundaries and horizons within self, and boundaries and horizons in the profession. Student's individual expressions of art served as the "calling forth" of processes that opened the door to each student's personal expression.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

The Effectiveness of Using a Mobile Messenger as an Educational Supporting Tool among Nursing Students

2020 ◽  
Vol 4 (1) ◽  
pp. 67-77
Author(s):  
Rohimah Ismail ◽  
Chong Mei Chan ◽  
Wan Muhammad Azly W. Zulkafli ◽  
Hasnah Zani ◽  
Zainab Mohd Shafie
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Decision Making ◽  
Intervention Group ◽  
Great Influence ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Supporting Tool ◽  
Nursing College

                The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students.   Keywords: Mobile learning, WhatsApp messenger, Social Interaction

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