Developing reflective writing as effective pedagogy

Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing

BACKGROUND

The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning.

METHODS

A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed.

RESULTS

The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students' organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads.

CONCLUSIONS

Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.

Undergraduate mental health nursing students' reflections in gaining understanding and skills in the critical appraisal of research papers - An exploration of barriers and enablers

AIM

To explore a cohort of mental health nurses' views and experiences in developing and applying critical appraisal of research skills to identify helping and hindering factors.

BACKGROUND

In accordance with evidence-based practice principles, there is an expectation that student (mental health) nurses will become competent in understanding research to make judgements about its trustworthiness and applicability in the clinical setting. This process is termed the 'critical appraisal of research' and it is deemed important to healthcare professionals because it facilitates the use of evidence from research to underpin practice.

DESIGN

The study incorporated qualitative secondary research using thematic analysis and a poststructural lens.

METHODS

Following undertaking a module including tuition on the critical appraisal of research, a cohort of student mental health nurses' submitted essay reflections focusing on critical appraisal experiences were thematically analysed. The thematic analysis included both deductive and inductive components in adjunct to a poststructuralist analysis to explore influencing factors of language, meaning and subjectivity.

RESULTS

The study identified there are both pedagogical factors and wider societal considerations influencing the critical appraisal of research experiences. Psychological and emotional factors, incorporating anxiety components were identified as a key barrier to engagement and understanding which has not previously been identified in comparable research. Enablers to the understanding and application of critical appraisal skills were identified as peer learning, accessing academic supervision, gaining a satisfaction of personal learning and self-directed learning with library skills support.

CONCLUSIONS

The findings indicate that there are specific pedagogic considerations which can be applied when supporting mental health student nurses in developing and gaining skills in the critical appraisal of research. It is recommended that these are applied universally for nursing students and considered for other populations of healthcare students.

The Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal Writing

AIM

The aim of this study was to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing.

BACKGROUND

Journal writing is often used to gauge skills and knowledge. However, disagreement exists as to whether journals should be graded as students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced.

METHOD

Data were collected using an anonymous online survey. The nonprobability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing.

RESULTS

Findings indicated a statistically significant positive relationship between grading of reflective journals and student honesty.

CONCLUSION

Instead of grading the written component, the process of reflective practice should be assessed, possibly changing to a grade of complete/incomplete.

A nursing residency program: A window into clinical judgement and clinical decision making

The purpose of this descriptive, qualitative research study was to explore a nursing residency students' perception of clinical decision making and clinical judgment as evidenced through reflective journaling. Seven Registered Nurses completed a one year Baccalaureate Degree, while concurrently participating in a nursing residency. Reflective Journals focusing on clinical incidences during the residency were analyzed using the Tanner's Model of Clinical Judgement (2006). The residency experiences were noted as temporal in nature; with three phases evident; Beginning Residency, Thresholds in Nursing Residency and Homecoming in Nursing Residency. Eight themes were identified throughout the three phases. A nursing residency is an exceptional transformative pedagogical methodology for skill/knowledge acquisition allowing for a deeper engagement in enhanced confidence, self-analysis and progression to professional socialization. In addition, reflective journaling is a viable method for the self-analysis of clinical decision making through the experience of a nursing residency.

The impact of a service-learning foot soak experience on nursing students' attitudes towards the homeless

BACKGROUND

Opportunities for meaningful engagement with the homeless can alter negative attitudes. The purpose of this study was to assess changes in attitudes towards the homeless among undergraduate nursing students participating in a service-learning foot soak experience.

METHODS

This was a prospective, pretest and posttest interventional study. Student attitudes were measured through: (a) the attitudes toward homelessness inventory and (b) thematic analysis of a guided reflection on the experience.

RESULTS

Mean posttest total scores (mean = 50.06; standard deviation = 7.004) were significantly (P = .001) higher from mean pretest scores (mean = 47.06; standard deviation = 5.455), indicating more positive attitudes towards the homeless (n = 47) after the clinic. Three categories of themes that reflected student experiences are as follows: (a) benefits, (b) context, and, (c) potential consequences.

CONCLUSIONS

A foot soak clinic can increase students' understanding of experiences faced by homeless persons through genuine human interaction, and has benefits to community members and learners.

Developing Reflective Thinking through Poetry Writing: Views from Students and Educators

Aims and Objectives To explore student nurse and educator perspectives on the use of poetry writing as a way to reflect on important nursing practice issues. Background Reflective practice is a well-established method of learning in pre-registration nurse education although student nurses can find reflection a challenging process. Design An exploratory descriptive approach. Methods Data were extracted from unstructured interviews with students and educators (n = 12) from one university in the North-West region of England, United Kingdom (UK). Data were thematically analysed. Results Poetry writing supports a meaningful exploration of events, which have the potential to lead to changes in perspective. Careful planning of the poetry writing process is required, to ensure the potential of this approach is realised. Conclusion Poetry writing is an effective way to reflect on clinical practice. This work has relevance and transferability to a wide range of professional disciplines, where reflective practice is encouraged.

Fostering Global Health Practice: An Undergraduate Nursing Student Exchange and International Service-Learning Program

BACKGROUND

Nurses increasingly are identified as key health care members on global health initiatives, and nursing curricula should address this competency to prepare students to work in a global environment. This article will share how processes and structures were established for an international undergraduate nursing student exchange and service-learning experience between two schools of nursing.

METHOD

The goals of the project were to (a) implement an annual nursing student exchange of approximately 3 weeks in length; (b) select eight students from each school, accompanied by a faculty member, to participate; and (c) provide opportunities for students to participate in service-learning assessments in identified communities.

RESULTS

To date, an annual exchange is in its fourth year of existence.

CONCLUSION

An international service-learning opportunity is one way to improve nursing students' ability to provide culturally competent health care. [J Nurs Educ. 2019;58(4):235-239.].

Gray Reflections: Poetry as a Pathway to Nursing Student Empathy and the Creation of Meaning in a Long-Term-Care Clinical Practicum

The unique needs of the aging adult require caregivers who can completely comprehend the experience of this population. Purposefully educating nursing students to enhance development of empathy is crucial for the provision of adequate care. Innovative pedagogical strategies that produce opportunities for nursing students to reflect on patient care experiences are an opportunity for educators to guide the creation of meaning in practice for nursing students. The use of poetry reading and writing enhances the student reflective process in clinical practicum environments and may serve as a strategy to support empathic development in nursing students.

Courage to care for our United States veterans: A constructivist way of teaching and learning for future nurses

The knowledge and skills in providing veteran centered care is essential. The purpose of this retrospective evaluation is to examine a faculty's reflections on a BSN psychiatric mental health curriculum initiative that provides knowledge and skills regarding veterans care through several avenues to senior nursing students. This qualitative study use self-reflections through a constructivist view of teaching and learning as the framework. Open discussions in didactic about the unique psychological health issues of veterans formed a foundational knowledge for the students. The seminar time was used to discuss real veteran case situations. Simulation provided opportunities to address veteran resources. Problem based projects use available evidence to solve veteran health issues. The educators show their commitment to the compassionate and caring ideals of our profession by fostering an educational environment where future nurses can truly learn about veteran centered care.

A guide to nursing students' written reflections for students and educators

Experiences from the clinical setting are ideal for building critical thinking skills if reflection is used as a teaching tool. Reflective writing is the purposeful and recurring inspection of thoughts, feelings, and occurrences that coordinate with experiences during practice. Reflecting on clinical experiences develops critical thinking ability, fosters self-understanding, facilitates coping, and leads to improvement in clinical practice (Kennison, 2006). Reflective writing allows students to combine clinical experiences and takeaways with didactic material to better understand both practice and instruction. Reflective writing is defined as an assignment that is focused on students' experiences, like textbook readings, clinical experiences, or group activities, that highlights what the student has taken from the activity (McGuire et al., 2009). This study will explore reflective writing from the perspective of the nursing student and the nurse educator. The following questions will be answered: What are the benefits of reflective writing? Why would nurse educators want to use reflective writing in their nursing courses, both clinical and didactic? What are the barriers to using reflective writing for students and educators? What is the role of the nurse educator in student reflection?

Reflective writing: the student nurse's perspective on reflective writing and poetry writing

BACKGROUND

Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important.

OBJECTIVES

To explore the use of reflective writing and the use of poetry in pre-registered nursing students.

DESIGN

A qualitative design was employed to explore reflective writing in pre-registered nursing students.

SETTING

A small university in Scotland.

PARTICIPANTS

BSc (Hons) Adult and Mental Health Pre-registration Student Nurses.

METHODS

Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999).

RESULTS

Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the 'narrative' being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care.

CONCLUSIONS

Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged.

Blogging for Evaluating Objectives in an International Nursing Course

Nursing educators need to adapt to meet students in new technological spaces and in the increasingly global environment. This article provides background on blogging as an educational tool and the use of a blogging assignment for evaluation of course objectives in an international graduate nursing course. The blog is a part of a study-abroad experience in Kenya, where graduate nursing students learn about Kenyan culture and work in the health care system.

Using reflective journaling to improve the orientation of graduate nurses

Reflective journaling is valuable in improving critical thinking and problem solving in nursing students. Incorporating reflective journaling into the orientation process with new nursing graduates may decrease anxiety during this challenging transition while continuing to improve critical thinking. Engaging graduate nurses in reflective journaling during the orientation process may result in more satisfied, competent nurses overall.

Challenges of implementating a doctoral program in an international exchange in Cuba through the lens of Kanter's empowerment theory

The literature in international education focuses primarily on the experiences of western students in developing countries, international students in western universities, the development of an educational program in a developing country, or internationalization of curricula in western universities. There is little in the literature that addresses the challenges students and participating faculty face when implementing a graduate program in a developing country. The purpose of this paper is to describe and analyze the challenges of implementing a doctoral program in an international exchange through the lens of Kanter's theory of empowerment. Recommendations to address these challenges will be made.