scholarly journals A Comprehensive Reflective Journal-Writing Framework for Pharmacy Students to Increase Self-Awareness and Develop Actionable Goals

2019 ◽  
Vol 83 (3) ◽  
pp. 6554 ◽  
Author(s):  
Jeremy A. Hughes ◽  
Anita J. Cleven ◽  
Jackson Ross ◽  
David G. Fuentes ◽  
Fawzy Elbarbry ◽  
...  
Keyword(s):  
Journal Writing ◽  
Pharmacy Students ◽  
Self Awareness ◽  
Reflective Journal

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

2017 ◽  
Vol 6 (1) ◽  
pp. 38 ◽  
Author(s):  
Ivee Kalalo Guce
Keyword(s):  
Journal Writing ◽  
Meaning Making ◽  
Mathematics Learning ◽  
Group Discussion ◽  
Real Life ◽  
Study Data ◽  
Self Awareness ◽  
Reflective Journal ◽  
The Subject ◽  
Axial Coding

The study on reflective journal writing (RJW) and its benefits as assessed by the teachers has long been an inclination in mathematics education. However, little research has been done to explore the feelings of students towards RJW and how such has an effect on their mathematics learning. This study aimed to describe the feelings of the students about RJW. Being a qualitative type of research study, data were acquired through focus group discussion and were analyzed using axial coding. Results revealed that RJW (i) provided opportunities for the students to construct meaning and express personal views and ideas; (ii) built a connection between the teacher and the students; (iii) through the use of prompts, allowed the students to relate mathematics to real-life facts improving their understanding of the subject; (iv) helped the students build association of ideas using their prior knowledge and experiences; and (v) enabled the students to develop self-awareness. The findings suggest that when students are engaged in reflective writing experiences which explicitly promote meaning-making or self-questioning, teachers create an opportunity for them to see how the process of writing can enrich their mathematical learning.

Understanding and promoting students’ well-being and performance in university studies – effects of a 7-week Acceptance and Commitment Therapy based course (Preprint)

2019 ◽  
Author(s):  
Henna Asikainen ◽  
Nina Katajavuori ◽  
Kirsikka Kaipainen
Keyword(s):  
Mental Illness ◽  
University Students ◽  
Acceptance And Commitment Therapy ◽  
Well Being ◽  
Pharmacy Students ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
And Performance

BACKGROUND Internationally there have been many studies showing that the number of university students suffering from mental illness is growing and this problem should be addressed OBJECTIVE The aim of this study was to examine 41 pharmacy students’ experiences of a small Acceptance and Commitment Therapy (ACT) -based intervention that was implemented as a 7-week course with weekly online modules. METHODS Students’ well-being, experiences of stress, organised studying and psychological flexibility were measured with questionnaires at the beginning and end of the course. Students’ experiences of the effectiveness of the course and were analysed from open-ended responses and a reflective journal. RESULTS The results show that students’ well-being and ability to manage time and effort increased during the course(p≤0.003). In their reflective journals, students described how their ability to manage stress in their studies, cope with their thoughts and feelings, focus on the things that are more important to them, and manage their time in studying and their well-being had improved. CONCLUSIONS This study showed that it is possible to foster students’ well-being in their studies. More research is needed to identify the long-lasting effects of these kind of interventions.

Teacher self-awareness through journal writing

2013 ◽  
Vol 14 (4) ◽  
pp. 465-471 ◽  
Author(s):  
Thomas S.C. Farrell
Keyword(s):  
Journal Writing ◽  
Self Awareness

scholarly journals Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE)

2018 ◽  
Vol 9 (3) ◽  
pp. 14 ◽  
Author(s):  
Renee Dagenais ◽  
Shane A Pawluk ◽  
Daniel C Rainkie ◽  
Kyle Wilby
Keyword(s):  
Decision Making ◽  
Student Performance ◽  
Clinical Examination ◽  
Rank Order ◽  
Pharmacy Students ◽  
Competency Framework ◽  
Objective Structured Clinical Examination ◽  
Future Research ◽  
Reflective Journal ◽  
Students Attitudes

  Evaluation of pre-licensure students’ competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students’ competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students’ self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students’ competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman’s rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students’ attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined ‘team-based decision-making’ and were highly confident in performing related activities. However, students’ conceptualization of team-based decision-making did not align with the pharmacy program’s competency framework.  Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students’ perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students’ perceptions of team-based decision-making do not align with the program’s competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are “collaborative practice ready”.   Article Type: Case Study

Assessing the Reliability of Grading Reflective Journal Writing

2000 ◽  
Vol 14 (2) ◽  
pp. 23-26 ◽  
Author(s):  
Renee M Williams ◽  
Gunnevi Sundelin ◽  
Elaine Foster-Seargeant ◽  
Geoff R Norman
Keyword(s):  
Journal Writing ◽  
Reflective Journal

scholarly journals Perceptions of student nurses on the writing of reflective journals as a means for personal, professional and clinical learning development

2017 ◽  
Vol 22 ◽  
Author(s):  
Hazel T. Mahlanze ◽  
Maureen N. Sibiya
Keyword(s):  
Professional Development ◽  
Role Models ◽  
Professional Growth ◽  
Journal Writing ◽  
Student Nurses ◽  
Sampling Strategy ◽  
Clinical Learning ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Constructive Feedback

Background: Reflective journals are used by the students to voice their views on the daily activities during clinical placement. Reflective journals are aimed at helping the student to observe and record as many facts about daily practice as the student finds relevant. Reflective journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking place and what challenges students are experiencing which may influence their learning. Findings by Harris (2006:460–461) are encouraging that through journaling students will develop ability to identify and analyse their difficulties, make suggestions for solving problems and ask and pursue questions on their own. Some of the participants confirmed improved values clarification, self-valuing and personal growth. Bulman & Schutz (2008:172) recommends journal writing for recording processes the student observe, copy and internalize in her journey towards professional development.Objectives: This study aimed to determine student nurses' perceptions of reflective journal writing as a means for personal, professional development and clinical learning development.Method: A quantitative and descriptive survey was conducted in September 2013. Forty participants were recruited from second year student nurses of a University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience sampling strategy was used. A structured questionnaire was designed by the researcher from literature reviewed. The questionnaire was piloted and modified, then used after permission had been granted by the Ethics Committee of the university concerned. The Statistical Package for Social Sciences (SPSS 17) programme was used for data analysis.Results: Results indicated that the participants generally experienced writing of reflective journals to be a valuable tool enhancing personal development, professional growth and clinical learning. A significant number (n = 24/60%) confirmed that they improved in making proactive decisions and taking on the spot corrective actions; 52% (n = 21) of the participants were empowered to examine their attitudes and perspectives to a given situation and 55% (n = 22) participants increased in active involvement and ownership of their learning.Recommendations: It is recommended that clinical staff be reminded of their responsibility as role models for student nurses so as to enhance their personal, professional development and clinical development. The writing of reflective journals must be encouraged in nurse education and students given guidance and constructive feedback.

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