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Reflective learning journals: From concept to practice
Abstract
Reflective learning journals are recognized as a significant tool in promoting active learning among nursing students. Essentially, nurse educators strive to encourage students to think about past experiences, current situations, and expected outcomes of their actions so that they can explain what they do in the clinical setting and why. In other words, nurse educators seek to promote professional practice that is reflective rather than routine. The purposes in this paper are to discuss the application of two models of reflection to a set of reflective learning journals and to offer some recommendations for educators, researchers, and students. Using a three stage model of reflection (Scanlon & Chernomas, 1997), 52 nursing students explored managerial concepts. The major findings indicated that students may be categorized, according to Kember et al. (1999), as nonreflectors (i.e., lack evidence of deliberate appraisal), reflectors (i.e., demonstrate insight through analysis, discrimination, and evaluation), and critical reflectors (i.e., indicate a transformation from initial perspective).
... Thus, it seems that written reflective learning diaries (also called logs or journals) might be useful in developing REI competencies as well as instruments for monitoring the learning process. A variety of terms are in use: learning diaries (Authors 2023), learning logs (Clarkeburn et al. 2002;Lázaro et al. 2022), reflective learning journals (Thorpe 2004), reflection journals (Mintz 2006), reflective diaries (Gibbs et al. 2007), also digital platforms provide means like blogs, apps or social media platforms (Voss 2012). In our study we use the term "learning diaries" to capture the idea of long-term commitment to reflection of own learning. ...
... Nevertheless, learning diaries have been used in ethics education. Mintz (2006) used reflective journals effectively in ethics education as well as Thorpe (2004) who used Kember et al.'s (1999) reflection levels to evaluate the reflective learning journals. Clarkeburn et al. (2002) report using learning logs during a 4-week course (10 entries from participants), where the logs were used as individual assessment means. ...
... As pointed out by Thorpe (2004) and Gibbs et al. (2007), there are various ethical aspects to consider when collecting and analysing learning diaries. We took the following measures to uphold a high ethical standard: a) Learning diaries were initially implemented to support learners to make connections of various concepts they were learning in three different courses during the first semester. ...
Due to the variety of research ethics and integrity training formats it may be challenging to use a common instrument to monitor and evaluate the development of competencies and learning progress as well as determine the effectiveness of the training. The present study scrutinises the use of learning diaries as one possible measure to evaluate the development of ethics competencies. The aim of the study was to increase understanding about how learning diaries capture development of research ethics and integrity competencies of participants and explore the use of diaries as a measure of training effectiveness. In the evaluative case study, a micro-credential programme was used as the context of the study and data was analysed using deductive content analysis. As a result, we outline criteria for analysis to be used in ethics training programmes for learning diaries. Results indicated that learning diaries submitted in the forum format (compared to individual submissions) provide peer support, so learners display more content knowledge on high levels of reflection and understanding. Submitting learning diaries over a longer period and making submissions repeatedly can improve writing and reflection competencies. The quality of learning diary entries may also depend on learner characteristics, such as commitment and motivation. Keeping a learning diary can help retain obtained competencies over a longer period. The article ends with a set of recommendations for implementing learning diaries as one measure of evaluation.
... Written reflection has also been an effective approach to prompting reflection around learners' experiences (Hubbs & Brand, 2005;Lamm et al., 2011;Loo & Thorpe, 2002;Thorpe, 2004;Yancey et al., 2013). Yancey et al. (2013) offered a written reflection, especially in the form of portfolios, which allows learners to compose and synthesize their thoughts around learning experiences. ...
... Both peer-verbal reflection and written journal reflection have proven to be effective approaches used by educators to prompt reflection around learning experiences (Blackburn et al., 2015;Hubbs & Brand, 2005;Lamm et al., 2011;Loo & Thorpe, 2002;Thorpe, 2004;Wright et al., 2013;Yancey et al., 2013). Therefore, this study will employ the two modes of reflection (peer-verbal and written journal) as the two levels of the independent variable of reflection. ...
... This supports the notion by Blackburn et al. (2015) that written and verbal reflection are equally effective practices. Significant content knowledge scores in the group treated with written reflection supports the practice, which aligns with other research (Hubbs & Brand, 2005;Lamm et al., 2011;Loo & Thorpe, 2002;Thorpe, 2004;Yancey et al., 2013). ...
Background: Experiential learning is commonly used in postsecondary settings, especially in undergraduate, agricultural, and laboratory courses. However, a lack of attention has been paid by educators to critical components of experiential learning. Purpose: The effects of reflection mode (peer-verbal or written journal reflection) and transfer level (same, near, or far transfer) on students’ content knowledge were examined in a postsecondary, animal science, laboratory course. Methodology/Approach: A quasi-experimental, two-way, analysis of covariance (ANCOVA) was utilized. This 2 × 3 factorial design was utilized to test the main and interaction effects of two independent variables (reflection mode and transfer level) on one dependent variable (content knowledge). A pretest score was included as a covariate to control for students’ prior knowledge. Findings/Conclusions: There was a significant interaction effect between the independent variables of reflection mode and transfer level on the dependent variable of content knowledge. Written reflection (when coupled with near transfer), and same transfer (when coupled with peer-verbal reflection), were statistically significant. Implication: Multiple modes of reflection and application can be used during experiential learning in order to achieve effective content knowledge gains. When experiential learning is planned and developed with intentionality, learners receive a valuable, educative experience.
... Regnant theories shape assessments of RW (Table 3). This extends beyond Thorpe [96]'s study which categorises reflective efforts into 'non-reflectors' , 'reflectors' , 'critical reflectors' , and focuses on their process, structure, depth and content. van Manen [97], Plack et al. [98], Rogers et al. [99] and Makarem et al. [100] begin with evaluating the details of the events. ...
... Current programs focus on supporting the physician throughout the reflective process. Whilst due consideration is given to the physician's motivations, insight, experiences, capacity and capabilities [25,96,[112][113][114][115][116], programs also endeavour to ensure appropriate selection and training of physicians intending to participate in RW. Efforts are also made to align expectations, and guide and structure the RW process [37,[116][117][118][119][120][121][122]. ...
... Efforts are also made to align expectations, and guide and structure the RW process [37,[116][117][118][119][120][121][122]. Physicians are provided with frameworks [76,79,105,123,124], rubrics [99,123,125,126], examples of the expected quality and form of reflection [96,115,116], and how to include emotional and contextual information in their responses [121,[127][128][129]. ...
Background
Reflective writing (RW) allows physicians to step back, review their thoughts, goals and actions and recognise how their perspectives, motives and emotions impact their conduct. RW also helps physicians consolidate their learning and boosts their professional and personal development. In the absence of a consistent approach and amidst growing threats to RW’s place in medical training, a review of theories of RW in medical education and a review to map regnant practices, programs and assessment methods are proposed.
Methods
A Systematic Evidence-Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure the two concurrent reviews. Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2022 in PubMed, Embase, PsychINFO, CINAHL, ERIC, ASSIA, Scopus, Google Scholar, OpenGrey, GreyLit and ProQuest. The Split Approach saw the included articles analysed separately using thematic and content analysis. Like pieces of a jigsaw puzzle, the Jigsaw Perspective combined the themes and categories identified from both reviews. The Funnelling Process saw the themes/categories created compared with the tabulated summaries. The final domains which emerged structured the discussion that followed.
Results
A total of 33,076 abstracts were reviewed, 1826 full-text articles were appraised and 199 articles were included and analysed. The domains identified were theories and models, current methods, benefits and shortcomings, and recommendations.
Conclusions
This SSR in SEBA suggests that a structured approach to RW shapes the physician’s belief system, guides their practice and nurtures their professional identity formation. In advancing a theoretical concept of RW, this SSR in SEBA proffers new insight into the process of RW, and the need for longitudinal, personalised feedback and support.
... Reflective writing refers to students' written journal of learning experiences over time to develop self-awareness of their own learning (Thorpe, 2004). It is often utilised in higher education to stimulate their thoughtful reflection on the incidents and hence promote transformative learning and practice (Ryan, 2013). ...
... Page 2 of 24 Suraworachet et al. Int J Educ Technol High Educ (2023) 20:1 learning skills (Boutet et al., 2017;Thorpe, 2004). However, reflective writing is a complicated and demanding task that requires learners to be able to regulate their own learning (Zimmerman & Risemberg, 1997). ...
... Written feedback provided by teachers has long been recognised as an effective method to improve students' performance (Page, 1958), especially in written assignments (Stewart & White, 1976). Yet, research on reflective writing has so far mainly focused on teachers' written feedback that emphasises cognitive development and content acquisition (Aronson et al., 2012;Thorpe, 2004), frequently overlooking other factors that also contribute to an improvement in learning, such as students' emotions, motivations and behaviours. The quality and meaningful feedback elements suggested for reflective writing tasks at the motivational and behavioural levels (Aronson et al., 2012;Dekker et al., 2013) as well as reactions to the tone of feedback (Dekker et al., 2013;Rozental et al., 2021) are understudied. ...
Reflective writing is part of many higher education courses across the globe. It is often considered a challenging task for students as it requires self-regulated learning skills to appropriately plan, timely engage and deeply reflect on learning experiences. Despite an advance in writing analytics and the pervasiveness of human feedback aimed to support student reflections, little is known about how to integrate feedback from humans and analytics to improve students’ learning engagement and performance in reflective writing tasks. This study proposes a personalised behavioural feedback intervention based on students’ writing engagement analytics utilising time-series analysis of digital traces from a ubiquitous online word processing platform. In a semester-long experimental study involving 81 postgraduate students, its impact on learning engagement and performance was studied. The results showed that the intervention cohort engaged statistically significantly more in their reflective writing task after receiving the combined feedback compared to the control cohort which only received human feedback on their reflective writing content. Further analyses revealed that the intervention cohort reflected more regularly at the weekly level, the regularity of weekly reflection led to better performance grades, and the impact on students with low self-regulated learning skills was higher. This study emphasizes the powerful benefits of implementing combined feedback approaches in which the strengths of analytics and human feedback are synthesized to improve student engagement and performance. Further research should explore the long-term sustainability of the observed effects and their validity in other contexts.
... • Diary writing encourages students to reflect on and articulate their thoughts and problem-solving strategies (Fogarty & McTighe, 1993) • It helps students to become better at identifying and analyzing their difficulties (Clarke, Waywood & Stephens, 1993) • Diaries support effective acquisition and transferability of cognitive and metacognitive skills across disciplines (Perkins, Simmons & Tishman, 1990) For these reasons, reflective journals have been adopted in several discipline areas in higher education such as early childhood education (Cornish & Cantor, 2008), psychology (Hettich, 1990), nursing (Jensen & Joy, 2005;Richardson & Maltby, 1995;Thorpe, 2004;Wong, Kember, Chung, & Yan, 1995), business ( Pavlovich, Collins & Jones, 2009), physical therapy ( Plack, Driscoll, Blissett, McKenna & Plack, 2005;Williams & Sundelin, 2000) and literature (Cole, 1994). ...
... This emphasizes the significance of having carefully designed prompts in reflective diaries. Instructors should articulate the importance of diary writing to students before they begin, offering them guidance and support throughout the process (Fisher, 2003;Nesoff, 2004;Thorpe, 2004). Thus, clear communication of the diary's purpose from the outset is crucial for ensuring its effectiveness. ...
The concept of reflection has become increasingly prevalent in higher education over recent decades, particularly in the domains of teaching and learning. Being a reflective learner means that students can critically evaluate their learning, determine areas of their learning that need further development and make themselves more independent learners. This paper discusses a case study where reflective diaries were used to facilitate and assess both learning and teaching methods. As an assessment method, reflective diaries can assess students' comprehension of the course content and can also promote critical self-reflection and enhance self-awareness (Biggs, 1999; O'Rourke, 1998). The data were collected through individual interviews and reflective diaries written by undergraduate students at the University of Dhofar. Data analysis indicates that the use of reflective diaries proved beneficial for enhancing both teaching and learning experiences. This is because the process of writing the diaries requires students to reflect on the learning activities that have taken place in class, analyze their own learning and express it in a personal way. Reflective diaries can also enable teachers to evaluate their teaching methods and generate feedback for improving their classroom practices.
... Wright et al. (2013) found positive results from the use of hevruta, a reflection strategy that emphasizes verbal dialogue with a class peer. Additionally, numerous researchers have found positive results with the use of written reflection (Hubbs & Brand, 2005;Lamm et al., 2011;Loo & Thorpe, 2002;Thorpe, 2004;Yancey et al., 2013). Therefore, this study will focus on testing the effects of two modes of reflection (peer verbal and written journal) on students' post-course knowledge retention. ...
... Therefore, these mean scores are not unsupportive of any reflection mode or transfer level used in this design. We recommend practitioners use either verbal reflection (Wright et al., 2013), written reflection (Hubbs & Brand, 2005;Lamm et al., 2011;Loo & Thorpe, 2002;Thorpe, 2004;Yancey et al., 2013), or even combinations of both when aiming for effective postcourse knowledge retention. It is possible that a one versus the other approach to reflection may not be the most effective when designing experiential learning instruction. ...
Experiential learning is widely used at the post-secondary level, but it requires intentional curricular planning, and proper facilitation from the instructor. The effects of experiential learning in agricultural education settings at the higher education level have not been tested extensively. Therefore, additional examination is needed to inform the practice of college faculty, especially those who wish to implement effective experiential learning in their teaching. The purpose of this study was to examine the effects of reflection mode (peer verbal or written journal reflection) and transfer level (same, near, or far transfer) on students' post-course knowledge retention in an undergraduate, animal science, laboratory course. In total, 114 students were divided among six treatment groups using a quasi-experimental, two-way, analysis of covariance (ANCOVA) design. There was no statistically significant interaction effect between reflection mode and transfer level on students' post course retention, nor were there statistically significant differences for theses main effects. While no treatment group was statistically significant, this does not mean that the mode of reflection or level of transfer were not effective practices. Rather, no reflection mode, transfer level, or combination thereof was more effective than the others. Practitioners of experiential education should seek to implement holistic models of experiential learning, which includes the facilitation of learner reflection and application, in order to foster an educative experience.
... Reflective journaling has been shown to be an effective way to engage students and help nurture critical thinking skills Sankey Rice et al., 2014;Thorpe, 2004) and can also be a tool to foster active learning (Thorpe, 2004). However, students have reported reflective journaling practices, over time, are difficult to sustain without instructor direction (Harri-Augstein and Thomas, 1991). ...
... Reflective journaling has been shown to be an effective way to engage students and help nurture critical thinking skills Sankey Rice et al., 2014;Thorpe, 2004) and can also be a tool to foster active learning (Thorpe, 2004). However, students have reported reflective journaling practices, over time, are difficult to sustain without instructor direction (Harri-Augstein and Thomas, 1991). ...
Today's college graduates must be prepared to think critically about complex global issues. Study abroad programs can be a great learning opportunity for students. The purpose of this study was to explore the impacts a short-term study abroad experience had on students' critical thinking. A reflective journaling process was implemented while on a study abroad program in Belize guided by the conceptual framework proposed by Roberts et al. Results revealed participation in a short-term study abroad program to Belize focused on agricultural issues resulted in expression of critical thinking, although students did not demonstrate all types of critical thinking. Based on these results, recommendations for future short-term study abroad programs are provided .
... However, we considered that the integration of theoretical content with WIL would be challenging, as WIL often requires students to engage in a different type of learning practice; specifically, reflective learning is often strongly associated with WIL. Fundamentally, the subject must be based on the premise that reflection is pivotal to enhancing insights and learning (Thorpe 2004), and that this reflection builds WIL students' awareness to enhance their academic knowledge, skill development and lifelong learning (Harvey et al. 2010). ...
... The reflective assessment, which was exclusive to the WIL cohort, focused on student expectations of work before and after placement; it had good learner outcomes, with almost half the cohort achieving a Distinction level (75% or above). The assessment design for this task was informed by research on WIL student engagement in online reflection in prior study sessions, and fundamentally based on the premise that reflection is pivotal to enhancing insights and learning (Thorpe 2004) through bolstering learners' academic knowledge, skill development and lifelong learning (Harvey et al. 2010). Again, the findings suggest that reflection facilitated via online assessment, in this case as part of WILCAO, demonstrated strong student performance on assessments. ...
The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government’s Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.
... In our digital storytelling case projects, developments in sustainability competences were accessed through students' reflective learning journal entries composed with the help of guiding prompts and reflection questions in line with the learning objectives of the sustainability project courses. Reflective journal writing is a much-used tool in higher education to nurture students' critical thinking and lifelong learning skills and to prepare them for future challenges (Alt et al., 2022;Cowan, 2014;Fabriz et al., 2014;Hume, 2009;McCarthy, 2011;McGuire et al., 2009;Moon, 2006;Ryan, 2015Ryan, , 2011Thorpe, 2004;Tsingos-Lucas et al., 2017;Walker, 2006;Wallin & Adawi, 2018). To help students structure and focus their reflective writing and better describe and analyse their learning experiences, guidance (in the form of questions, prompts, information, and feedback) is regarded as adding to the quality of reflection, also making learning journal data easier to handle, interpret, and assess by students, teachers, and researchers (English & Kitsantas, 2013;Moussa-Inaty, 2015;Nešić & Stojković, 2017;Wallin & Adawi, 2018). ...
During COVID-19, online collaboration became more accessible than before, enabling higher education students and teachers to organize virtual mobility experiments and run projects with stakeholders across cultures. In this paper, we focus on three blended intensive programs, two in Finland and one in Hungary, to explore how the pedagogical approach of project-based digital storytelling combined with reflective writing contributed to students’ sustainability competence development during the pandemic and after. In these programs, multicultural teams of students worked on real-life digital storytelling projects aimed at driving sustainable changes in people’s thinking, behaviour, and lifestyles. Digital storytelling has proved effective in fostering students’ 21st century skills through engagement and co-creation with the wider world. Based on qualitative content analysis of 67 semi-structured learning journals, we explore students' developments in values-thinking, collaborative, and self-awareness competences during their digital storytelling projects. With insights from student reflections on their virtual, online, and blended learning, we discuss challenges and successes of project-based, collaborative, and reflective learning and propose best practices for using collaborative digital storytelling as a transformative method to foster sustainability competences across cultures.
... Each member in these groups was asked to pose questions or share insights based on the day's learning content, followed by discussions and recordings of these reflections (Reflect). Furthermore, in the reflection phase section of this study, based on the three stages of reflective thinking proposed by Thorpe (2004) -awareness of thinking, critical analysis, and new perspectives -it is noted that reflective thinking requires a mutual trust relationship. It also necessitates adequate time for critically contemplating, actively participating, and self-involvement, leading to an honest expression of personal thoughts, feelings, and experiences. ...
In STEM hands-on learning activities, collaboration with group members can be a significant motivator for students’ engagement. This research is based on the 6E Learning by DeSIGN™ model and explores the impact of incorporating reflective strategies on students’ learning performance, motivation, and participation in collaborative STEM learning activities. Additionally, this study uses voice recognition processing technology to assess differences in collaborative discussion topics. The findings reveal that while adhering to the 6E learning framework can effectively enhance various aspects of students’ learning outcomes, the importance of reflective strategies remains paramount. Specific reflection stages can foster stronger connections and interactions among students and their learning partners. Furthermore, during the process of discussion and communication, group members gain a better understanding of the team’s shared goals, leading to heightened motivation and participation intent in contributing to the team’s success. Moreover, this study also identifies that members of groups engaged in the 6E + R learning model dedicate more time and effort to critical thinking and problem-solving during collaborative discussions, validating that collective reflective thinking within the team can assist novice learners in achieving higher-order thinking and maximizing their learning outcomes.
... Another recommendation that was unanimous in the interviews was the need for more reflective practice in nutrition science education. As with many health-care professions, it is an important skill which all nutritionists are expected to practice, ensuring they are keeping up with their continual professional development and practicing their critical analysis skills [16,29]. Several nutrition educators admitted to not keeping up their reflective practice or being unsure of how to do it. ...
Background
Competency-based assessment (CBA) supports the development and attainment of skills required for the workforce. Little is known about educators’ experience in developing or implementing CBA in nutrition science education or their opinions on how well it captures a student’s preparedness for the workforce. The objective of this study was to explore educators’ experience of CBA in nutrition education in Ireland.
Method
Grounded in interpretivism, in-depth, semi-structured, audio-recorded interviews were conducted with 13 educators from five of the ten undergraduate honours degree nutrition programmes across Ireland. Interviews explored experiences of CBA and perception of students training to prepare for the workforce. A reflexive thematic analysis approach was implemented whereby the data were transcribed, inductively coded, and themes identified.
Results
A clear divide was evident between participants who were confident in their understanding of CBA and those who were unsure or had no knowledge of the term. Those with a clear understanding were more involved in programme development and evaluation. Three themes were identified: ‘Assessment process’ including intended learning outcomes, assessment design, and grading systems, ‘Student-centred approach to assessment’ focusing on work-based assessment and preparation for the workforce, and ‘Upskilling educators’ to equip educators with the skills and knowledge for professional development and to foster student success.
Conclusion
The importance of CBA as a student-centred approach, supporting them to meet standards expected to practice as a nutrition professional, was the key experience of educators. Training in CBA and inclusion of more authentic assessment may better prepare students for the workforce.
... It also helps students integrate their personal beliefs and attitudes into their professional identity (Epstein, 1999). Accordingly, reflection is considered a vital component of students' learning, self-realization in higher education and professional development (Bell et al., 2011;Boud et al., 1985;Dacre Pool et al., 2014;Mann et al., 2009;Thorpe, 2004). ...
Purpose
Given the dynamic and fast-evolving labour market, developing students’ employability competences has become of utmost importance for higher education institutions. The ability to reflect is essential to develop these competences, as it helps students to identify their learning needs and make plans for further development. However, reflective abilities are not easy to acquire and students need guidance to help them reflect. Therefore, mentoring is often used as an instructional approach to stimulate students to reflect. Empirical evidence on the relation between mentoring and employability competences is scarce, and the mediating role of reflection especially has rarely been researched. Consequently, the present study aims to investigate this mediating relationship, employing a pre-test post-test design.
Design/methodology/approach
Questionnaire data were collected from students before and after participation in four similar 1-year mentoring programmes in higher education within the Netherlands and Belgium (n = 160).
Findings
The path analysis demonstrated that, first, trust and availability, autonomy support and empathy were significantly related to students’ employability competences. Secondly, autonomy support and similarity were significantly related to students’ critical reflection. Thirdly, critical reflection was significantly related to students’ employability competences. Last, reflection partially mediated the relationship between mentoring (autonomy support and similarity) and employability.
Originality/value
To the best of the authors’ knowledge, this study is the first attempt to demonstrate that mentoring programmes in higher education enable students to reflect and, in turn, develop their employability competences. Furthermore, it provides mentoring programme directors and mentors with concrete guidelines for developing students’ reflection and employability competences.
... As to the qualitative findings, similar evidence of reflection found in subjects' journals was reported in prior qualitative studies (e.g., Ho and Richards, 1993;Thorpe, 2004;Wong et al., 1995) as the majority of the written reflective accounts demonstrated evidence of reflection and few achieved critical reflection. The following inhibiting factors to reflection appear to interpret the findings of this study and could explain why only few subjects achieved critical reflection. ...
Reflective thinking is one of the transferable skills necessary for academic and professional success. Therefore, stimulating English as a foreign language (EFL) students’ reflective skills is undoubtedly important. Reflective journal writing is a pedagogical strategy proposed to help students build their reflective potential. Although previous research investigated the effect of this strategy on the development of students’ reflective skills, there are inconsistent conclusions regarding its effectiveness. Also, limited research has investigated this issue in relation to EFL students in the Moroccan context, specifically in higher education. The aim of this study is to evaluate the effectiveness of reflective journal writing in improving EFL master students reflective thinking. A convergent mixed methods approach associated with a quasi-experimental design was adopted. To collect quantitative and qualitative data, Kember, Leung, et al (2000) Reflective Thinking Questionnaire and reflective journal writing were used, respectively. A purposive sample of 69 EFL master students, including two intact groups, took part in the study. They were randomly assigned to experimental (n = 39) and control groups (n = 30). Quantitative results and qualitative findings revealed that the experimental group, after using reflective journals, has significantly developed reflective thinking compared to the control group. Also, a statistically significant change over time in the experimental group level of reflective thinking was observed. As it can be inferred, reflective journal writing is an effective strategy which could be used to help EFL students engage in a reflective reasoning. Accordingly, the results of this study encourage the formalization of reflective practice as a didactic approach to stimulate EFL students’ reflective thinking at the tertiary level.
... Our finding is contrary to pertinent literature stating that students mainly reflect on a descriptive level [15,35,61,62] but is consistent with previous studies indicating that the highest level of reflection, critical reflection, is unlikely to occur frequently [57]. That students commonly do not reach the level of critical reflection was described in previous studies that analysed reflection exercises in health professions [63][64][65] as well as in other disciplines [61,[66][67][68]. ...
Background
Previous research indicates that reflection can foster medical communication competence. However, best practices for embedding reflection in online medical education are missing. This study examined how reflection processes can be promoted and embedded in an e-learning course on physician–patient communication to foster learning.
Methods
We investigated three differently designed e-learning conditions featuring different proportions of reflection triggers and compared their effects on students’ reflections. We had 114 medical students in their first clinical year complete one of the variants: video modelling (VM, n = 39), video reflection (VR, n = 39), or a variant merging both approaches (VMR, n = 36). Each student wrote a total of nine reflections based on the same guiding questions at three time points embedded in the course. The students’ levels of reflection were measured using an adapted version of the REFLECT rubric (scale 0–18).
Results
Students of all course variants achieved good levels of reflection beyond the descriptive level at all three time points, with no significant differences between the variants. The mean reflection scores at the end of the course were M = 14.22 for VM (SD = 2.23), M = 13.56 for VR (SD = 2.48), and M = 13.24 for VMR (SD = 2.21). Students who completed VM showed significantly improved levels of reflection over the course, whereas we found no statistically significant development for those in VR or VMR. The reflection scores correlated significantly positively with each other, as did the text lengths of the written reflections. Reflection scores also correlated significantly positively with text length.
Conclusions
Our study offers a teaching strategy that can foster good levels of reflection, as demonstrated in the three e-learning variants. The developed reflection prompts can be easily embedded in various e-learning environments and enable reflections of good quality, even in settings with limited available teaching time.
... Bush and Bissell (2008) noted student's aversion to reflection, but most have experienced some benefits through the use of small group discussions. Thorpe (2004) found that reflective learning journals were an effective tool in encouraging active learning among nursing students. Gadbury-Amyot et al. (2003) found a significant relationship between the use of portfolios and the National Board Dental Hygiene Examination and GPA's. ...
This study examined if dental students could increase their level of reflective skills over
time through composing reflective blogs during their introduction to patient care in their course,
Clinical Practice of Dentistry I, and to document and analyze student perceptions of the use of
reflective blogs, particularly pertaining to the clinical and metacognitive skills. The participants
of this study included 69 third-year dental students. Reflective blogs were analyzed using a
reflective rubric adapted from Wetmore, Boyd, Bowen & Patillio, 2010. Student perceptions
regarding the use of reflective blogs were documented through a 14-question Likert-opinion
survey and focus group interviews. Findings indicated reflective thought level increased
significantly in all six reflective thought categories across the three assessed blogs. Overall,
student perceptions of the use of reflective blogs were positive as based on a five-point Likert
scale survey. They reported particularly high percentages for "I feel comfortable about reflecting
on my clinical experiences" at ~ 90% Agree, "Reflective journals allow me to focus and think
things over" at ~ 83% Agree, followed by "Reflective journals develop my ability to monitor and
reflect on my own thinking processes"~ 74%. Both the qualitative and quantitative results of this
study provide favorable evidence that reflective journaling is effective and in large measure is
appreciated by students in their clinical phase of dental medical education.
... I practiced reflexivity while writing this thesis through a self-critical approach by questioning "how knowledge about [beneficiaries] is generated and, further, how relations of power operate in this process" (D'Cruz, Gillingham and Melendez, 2007, p. 75). I accomplished this by not claiming my research is objective, by journaling (Janesick, 1998;Thorpe, 2004;Martin-Cuellar, 2018) and speaking with a diverse, multicultural group of critical colleagues on topics related to colonialism, racism, and gender equality as a form of triangulation (Janesick, 1998). ...
Evaluation and evaluators are crucial to implementing evidence-based policy and
practice. However, in global education policy (GEP), the gap between literature and theory is vast. Using
critical policy analysis (CPA) with a multiple-lens approach, I employ Deborah Stone's policy paradox and a
decolonial lens to interrogate evaluation practices and evidence-based approaches in the GEP
landscape. Grenada and Saint Vincent and the Grenadines, Eastern Caribbean (EC) Small Island Developing
States (SIDS), offer two educational landscapes as sites for analysis. The CPA’s iterative interpretive
analysis approach contributes to the budding GEP field, by applying policy paradoxes through a seascape
frame. The thesis seeks to answer the questions: (1) what is the role of the evaluator in GEP, (2) how might
decolonial methodologies impact evaluation and evidence generation in GEP, and (3) what are the aid
workers' perceptions of the role and usefulness of evaluation for better development practice?
I conducted a thematic analysis on thirty-one data sources, including policies, reports, speeches,
statements, and interviews. Three paradoxes described as different parts of an ocean seascape, were pulled
from the data. The systemic paradox relates to the structure of GEP, which thwarts Education 2030's stated
goal of achieving evidence-based reform through a "data revolution." Donors control over the evaluation
practices in GEP and Eastern Caribbean SIDS comprise the second paradox. The third paradox highlights
the conceptual disconnect in GEP, whereby deeply entrenched ideas of modernity perpetuating states of
coloniality thwart stakeholders' goals of engendering locally led education revolutions. Further research and
methods will need to be developed for evaluators in GEP environments to generate meaningful evidence if
the international policymaking community continues to support evidence-based approaches.
... This self-awareness is crucial for increasing students" active engagement in and ownership of their academic work (Moon, 2006). Moreover, reflective journaling can equip students with critical analysis, synthesis, and interpretation skills regarding concepts, situations, or events related to their learning process (Thorpe, 2004). In this sense, reflective journaling is a pivotal tool for enhancing students" writing skills. ...
Reflective journaling has been acknowledged as a valuable tool for fostering active learning among students. Many studies have examined its effects on second language (L2) students' skills. However, a limited number of studies have investigated its impact on L2 undergraduate students’ writing practices, particularly in the Saudi context. Additionally, the exploration of L2 students’ perceptions of reflective journaling in academic writing has received scant attention. Therefore, this study aimed to explore how reflective journals contribute to developing L2 Saudi students’ academic writing and their perceptions about using reflective journals in writing. A qualitative research approach was employed to collect data from 13 female Saudi students enrolled in an academic writing course at a public Saudi university. The primary data sources for the study were reflective journal entries and semi-structured interviews. The qualitative content analysis of the collected data revealed that most students found reflective journaling helpful for their writing practices. Specifically, it assisted them in exploring the complexity of academic writing, monitoring their writing practices to refine their skills, and cultivating an academic writer identity. However, students reported that they faced challenges while writing reflective journals, which were time-consuming and lacked constant feedback on their journal entries. The study concludes with several recommendations for L2 writing instructors and researchers.
... öğrenme sürecini kaydetmek, öğrenme işlemine etkin olarak katılımlarını artırmak (Thorpe, 2004), öğrenenlerin öğrenme kalitesini, yansıtma yeteneğini, düşünme becerilerini ve öğrenme performansını geliştirmek olarak sıralanabilir (Moon, 1999). Bu sayede öğrenciler günlük tutarken öğrenme süreçleri hakkında düşünürler ve nasıl öğrendiklerini öğrenirler. ...
... Larrivee's four-level categorization has previously been used in the analysis of reflections (Ansarin et al., 2015;Campoy, 2010), and a modified version of Larrivee's categorization has also been used (Winchester & Winchester, 2011). However, other analyses use a different depthmodel of reflection (Betrabet Gulwadi, 2009;Dyment & O'Connell, 2010;Jensen & Joy, 2005;Lee & Abdul Rabu, 2022;O'Connell & Dyment, 2004;Plack et al., 2005;Richardson & Maltby, 1995;Sumsion & Fleet, 1996;Thorpe, 2004;Wong et al., 1995). The categorization used herein is described in the introduction and aligns with Campoy's (2010) and Larrivee's (2008a) works. ...
The development of reflective practitioners is one of four dominant change strategies in the Science, Technology, Engineering, and Mathematics (STEM) higher education literature. However, little research concerns the characterization of faculty’s reflections. Before professional development programs can effectively incorporate reflective writings as a tool for pedagogical improvement, it is necessary to first understand the current state of faculty’s reflections. To accomplish this goal, 98 physics and astronomy instructors were recruited from a teaching-focused professional development workshop and were asked to write a reflection on a self-identified challenging teaching experience.
A combination of a priori coding to analyze the content and depth of the reflections, as well as in vivo coding to better capture instructors’ thinking were utilized. The majority of instructors wrote low-level reflections, wherein connections were not made between an instructors’ actions and the observed outcomes or the described experience was not centered on students’ outcomes or educational research literature. Approximately half of the instructors contemplated their own growth and the relationships with their students. However, only a small minority of instructors considered larger societal, cultural, or ethical factors. Plans created by instructors to address future, similar situations heavily relied on the instructors themselves, regardless of the depth of their reflections, and few planned to seek out knowledge from other resources such as peers or the education literature.
This study indicates that instructors may not engage in the types of reflection that are considered to promote meaningful instructional change. Trends in the instructors’ plans show that ongoing support is necessary for them to effectively reflect and grow as practitioners. Overall, this work provides valuable insight into the poorly understood nature of faculty’s reflections and showcases the need for more research to fully characterize reflections across STEM disciplines and to better inform professional development.
... Students are provided with the opportunity to provide an open written reflection. In WIL research, reflexive opportunities provide deeper or different perspectives on issues, theories or findings (Schaffer 2006;Thorpe 2004) and can be conducted before, during and/or after placements to question, elicit insight or prompt deeper thinking around student's or supervisor's expectations, perceptions and experiences (Dean 2019). ...
Integrative projects have gained recognition in higher education institutions and the business community by providing valuable experience to students through immersive practice, bridging the gap between education and the business profession. This study provides a detailed analysis of students’ experiences in Remote Work Integrated Learning (RWIL) - field placement within the business area of retail management. Given that the study occurs during the COVID-19 pandemic, how remote working supports or hinders the WIL experience is investigated. The findings are extended to propose a framework for the practical implementation of RWIL design. This study offers new perspectives for higher-education professionals, specificity in retail management, and novelty of the Linguistic Inquiry and Word Count technique for sentiment analysis.
... These emergent patterns include (1) a shift of housework responsibilities from male to female members, (2) a shift from female to male members, (3) men taking on new household tasks, (4) women taking on new household tasks, (5) the redistribution of housework from male to other male members, (6) the redistribution from female to other female members, and (7) no change in the primary individual responsible for housework. The findings have been corroborated through the use of a reflexive diary log (Thorpe 2004). In the subsequent section, we will discuss themes and patterns that emerged as highly grounded and dense codes 3 (Elliott 2018) to illustrate both the patterns and narrated reasons for the shifts in domestic responsibilities. ...
This paper examines housework reallocation during China’s stringent pandemic lockdowns in 2020, where individuals were homebound and job-free while employment status remained unchanged. Utilizing a mixed-method approach, it analyzes 1669 surveys and 100 interviews to understand changes in domestic labor patterns and the underlying reasons. The findings indicate that men increased their participation in grocery shopping but decreased in cooking, cleaning, and laundry during the lockdown. This gender-task pattern was mirrored in multi-generational households, where younger family members often took on these tasks. The reasons articulated for these shifts predominantly converged around the ‘doing gender’ theory. Women, particularly those working full-time, had more time to engage in household chores. Men, while also having more available time, predominantly focused on grocery shopping, a task that gained masculine connotations during the lockdown. Factors such as perceived differences in household labor quality, difficulty delegating housework, and reduced workload led to women’s increased involvement and specialization in domestic tasks. The study challenges the notion that economic factors are the primary drivers of gender-based division of housework. Instead, it suggests that ingrained gender norms continue to dictate domestic roles, as evidenced during the lockdown period devoid of usual economic and time pressures.
... Qualitative content analysis of the 21 students' reflective essays was done by author 2 since he is a researcher and the course teacher, and it is a common practice for teachers to assess students' reflections in writing (Thorpe, 2004, Broekman & Scott, 1999. Such a form of analysis is appropriate since the essays are descriptive and personal. ...
This article aims to report data from the implementation of intercultural competence assessment activities conducted in a secondary school in Germany. The study involved qualitative content analysis and critical reflection as a method of inquiry. The findings show that the design of the intercultural profile task in the Assessor Manual used in the study reflects Cultural Attribution Bias (CAB) which may contribute to false end results when working with young people from diverse backgrounds. Such materials may implicitly and unwittingly support bias and, what is more, socialize learners into accepting it. Bearing that in mind, the teachers' ability to think and reflect critically on the effectiveness of different assessment activities and tools used with students is crucial in organizing the education process and for the well-being of the students.
... To examine how (if at all) these two activities (i.e., Likert-based survey and system were asked to compose a 4-500 word reflective narrative outside of class that (1) explained some of the choices they made with the mapping or survey task, and (2) outlined their general positive and negative impressions of their respective activities as a learning tool. In addition to informing LA pedagogy, this reflective heuristic follows on numerous studies that underscore the efficacy of reflection for learning (e.g., Moon, 2006;Thorpe, 2004) and L2 writing development (Casanave, 2011;Author & X, 2022). As tasks designed to inform learning, the mapping, survey, and narrative reflection activities were a required part of the course. ...
This work examines how system mapping, an established exploratory and analytic technique grounded in complex dynamic systems theory, can operate as a heuristic to increase learners’ language awareness (LA) and develop their L2 writing proficiency. Accordingly, this study addresses repeated calls in the instructed SLA literature for effective research methods that directly serve learners at the point of enquiry. That is, although related research often foregrounds learners and pedagogy rather than theoretical abstraction, questions remain about how participants benefit at the time data are collected. To explore this concern, this work engaged system mapping through a LA pedagogy and followed two intact university classes (one using system mapping, and one not: N = 30) over one semester. Comparative quantitative and qualitative analyses of learners’ narrative reflections and academic essay writing highlighted that system mapping facilitates the raising of learners’ LA in service of developing their writing. This work demonstrates how system mapping capitalizes on learning theories that support image-schematic interventions and underscores how system mapping engages with and advances LA pedagogy in service of researchers, instructors, and students alike.
ABSTRACT (日本語; JAPANESE)
この研究では、複雑動的システム理論に基づいて確立された探索的および分析的手法であるシステム・マッピングが、学習者の言語認識を高め、L2ライティング能力を向上させる発見的問題解決法としてどのように機能するかを検証する。したがって、この研究では、研究の時点で学習者に直接役立つ効果的な調査方法を求め、関連するSLA文献で繰り返し求められている問いを解決するようつとめる。その問いとは、関連研究では理論的な抽象化よりも学習者やペダゴジーを前面に打ち出すことが多いものの、データ収集時に参与者がどのようなメリットを得られるかについては疑問が残るというものである。この疑問に答えるため、この研究では言語認識ペダゴジーを通じてシステム・マッピングを利用し、1学期にわたり2つの大学のクラス (システム ・マッピングを使用するクラスと使用しないクラス: N = 30) を調査した。学習者自身による振り返りとアカデミック・エッセイ・ライティングを量的および質的に比較分析した結果、システム・マッピングが学習者の文章力の向上に役立つ言語認識を高めることが明らかになった。この研究は、システム・マッピングがいかにイメージスキーマの介入をサポートする学習理論を活用しているかを実証する。また研究者、指導者、学生に役立つように、システム・マッピングが言語認識ペダゴジーとどのように関わり、それをどのように進歩させるかを強調する。
... Bu nedenle HEÖ öncesi öğrenme hedefleri yazılması gerekir. Bu öğrenme hedeflerini Wilkins'in (2018) Yansıtıcı günlükler tutma: Yansıtıcı günlükler, öğrencilerin öz farkındalık ve öğrenmeye ilişkin içgörü kazanmak amacıyla belirli bir süre boyunca çeşitli kavramlar, olaylar veya etkileşimler hakkında düşünürken oluşturdukları yazılı belgelerdir (Thorpe, 2004). Örneğin Jeffers'ın (2000) ve Wilkins'in (2018) çalışmalarında katılımcıların günlükler tuttukları görülmektedir. ...
... The collection and analysis of data was informed throughout this project by collegial discussions with colleagues, including course directors, final year project module coordinators and other colleagues. To capture the formative ideas that arose from these discussions, and the journey of the primary researcher through the process, a reflective journal of notes was kept throughout the process [24]. This captured evolving perceptions, project progress, key decisions and personal reflections on the transformative experience of doing the project and learning new research approaches (particularly analysis of qualitative data). ...
Background: Provision of “dry-lab” final year honours projects, based outside the laboratory, have been proposed as a viable alternative to traditional “wet-lab” projects in bioscience subjects, but their value has not been widely evaluated to date. In 2020–21, the COVID-19 pandemic meant all students in the School of Biomedical Sciences at Ulster University (UU) undertook dry-lab projects, due to campus lockdown. Therefore, this provided an ideal opportunity to evaluate the provision of dry-lab projects in a large student cohort.
Methods: A pilot group of final year students ( n = 4) studying Biomedical Science at UU were interviewed to evaluate their experience of conducting a dry-lab project. This evaluation and the themes that emerged were subsequently used to inform the co-creation of a survey to appraise student experience of dry-lab research project learning across the final year student cohort in School of Biomedical Sciences ( n = 140). Quantitative and qualitative data was collected and analysed for trends and themes.
Results: The results of this project identified four main themes related to dry-lab projects; expectations, skills & employability, quality of experience and choice. Student expectations about dry-lab projects were not dramatically changed, although initial negative opinions of some individuals were over-turned. Most students recognised that they had developed many useful employability skills through dry-lab projects, although lack of practical laboratory experience was still perceived as a drawback. Student experience was influenced by personal circumstances but students reporting poor project experience had significantly lower levels of communication with supervisor ( p < 0.05). Most students agreed that choice of dry- and wet-lab projects would be valuable for future cohorts.
Conclusion: This report concludes that dry-lab project provision can be a suitable and equitable alternative for wet-lab projects. Dry-lab projects can be valuable for learning new skills and may be an attractive option for some students and supervisors who prefer to work outside the laboratory setting. A choice of both dry-lab and wet-lab projects is highly recommended as it provides more choice for students to tailor their final year experience to their individual circumstances, strengths and future career aspirations.
... Yansıtıcı düşünme ile ilgili gerek yurt içinde gerekse yurt dışında yapılan çalışmaların çoğu, öğretmen adaylarının yansıtıcı düşünme becerileri geliştirmek amacıyla yapılan uygulamalar (Bayrak ve Koçak-Usluel, 2011;Tok, 2008;Ersözlü, 2008;Gencer, 2008;Ekiz, 2006;Bağcıoğlu, 2000;Kirk, 2000;Tang 2000;Thorpe, 2004;Gipe ve Richards, 1992) ve öğretmen adaylarının yansıtıcı düşünme becerilerine yer veren çalışmalardan ibarettir (Şahin 2009;Duban ve Yelken, 2010;Wenzlaff, 1994;Fallon ve Brown, 2002). Hizmet öncesi eğitimini tamamlamış öğretmenlerin yansıtıcı düşünme beceri düzeylerini inceleyen araştırmaların sayıca az olması dikkat çekmektedir. ...
zet Bu araştırmanın temel amacı, ilköğretim öğretmenlerinin yansıtıcı düşünme düzeylerini belirlemek, bu düzeylerin öğretmenlerin branş, kıdem ve cinsiyetlerine göre anlamlı bir farklılık gösterip göstermediğini incelemek ve bir öğretmenin sahip olması gerektiğini düşündükleri öğretmen nitelikleri ile yansıtıcı öğretmen niteliklerinin ne derece benzerlik gösterdiğini tespit etmektir. Araştırmada nicel ve nitel verilerden yararlanılmıştır. Araştırmanın nicel boyutunda tarama, nitel boyutu ise görüşme yöntemi kullanılmıştır. Araştırmanın çalışma evrenini 2010-2011 eğitim-öğretim yılında, Malatya ilindeki devlet ilköğretim okullarında İlköğretim Türkçe ve Matematik derslerini okutan toplam 256 öğretmen oluşturmaktadır. Araştırmanın nicel verileri araştırmacılar tarafından hazırlanan "Kişisel Bilgiler Formu" ve Semerci (2007) tarafından geliştirilen YANDE ölçeği ile; nitel verileri ise araştırmacılar tarafından geliştirilen beş açık uçlu sorudan oluşturulan yarı yapılandırılmış görüşme formu ile toplanmıştır. Sonuç olarak; ilköğretim öğretmenlerinin yüksek düzeyde yansıtıcı düşünme becerilerine sahip olduğu, öğretmenlerin branş, kıdem ve cinsiyetlerine göre yansıtıcı düşünme düzeyleri arasında anlamlı bir fark olmadığı tespit edilmiştir. Nitel verilerin sonuçlarına göre, ilköğretim öğretmenlerinin bir öğretmende bulunması gerektiğini düşündükleri nitelikler ile yansıtıcı öğretmen niteliklerinin benzerlik gösterdiği tespit edilmiştir. Abstract The main objective of this research is to determine the reflective thinking skill levels of primary school teachers, to examine whether these levels show a significant difference according to teachers' gender, seniority,branches and to identify teacher qualities that they consider a teacher should have are similar to what extent to characteristics of reflective teacher. Both quantitative and qualitative data were used in the research. In quantitative part, scan size method and in qualitative part interview method were used. Totally 256 primary school teachers who teach Turkish and Mathematics courses in public primary schools in the province of Malatya in the academic year 2010-2011 constitute the population of the research. Quantitative data of the research were collected with "Personal Information Form"-developed by researchers-and with YANDE scale by Semerci (2007); qualitative data were collected by using semi-structured interview developed by the researchers by creating five open-ended questions. As a result, it is determined that primary school teachers have high level of reflective thinking skill, and there is no significant difference among the levels of reflective thinking according to their seniority, gender and branches. According to the results of qualitative data, primary school teachers show similar qualities with reflective properties of the teacher and which characteristics a teacher should have.
... This, in turn, helped us take into account others, especially our students' experiences and emotions. Thorpe (2005) argues the importance of reflective writing to improve teaching. With recent advances in the neuroscience of emotions, the relationship between cognitive and emotional functions is being seen to have the potential to revolutionize the understanding of teaching-learning (Immordino-Yang & Damasio, 2011). ...
i>Two South Asian educators from the neighboring countries, Nepal and India, embarked on a collaborative autoethnographic inquiry into the emotional dimensions of teaching during the time of the pandemic using reflective letter-writing as a method of generating data. We have used a narrative dialogue method to analyze our reflective letter-writing method and draw attention to the themes that emerged throughout the process of generating data. Our research points out the significance of affective understanding through listening and sharing each other’s narratives as a way to build resilience as teacher leaders during times of crisis to improve our practices and gain insight into each other's lived experiences. </i
... Salah satunya adalah dengan menulis jurnal. Menurut Thorpe (2004), jurnal pembelajaran reflektif adalah catatan tertulis yang disimpan siswa saat mereka mempertimbangkan berbagai ide, kejadian, atau interaksi sepanjang waktu untuk meningkatkan pemahaman tentang pembelajaran dan kesadaran diri mereka sendiri. Dalam konteks pembelajaran di era digital, menulis jurnal dapat membantu siswa untuk membawa proses refleksi dalam lingkungan elektronik ke dalam kesadaran siswa, dan meningkatkan kebermaknaan pengalaman belajar dengan mempromosikan refleksi diri secara kritis dan kesadaran metakognitif (Henderson, Napan, & Monteiro, 2004). ...
Artificial Intelligence (AI) atau kecerdasan buatan merupakan salah satu teknologi terbaru yang sedang dikembangkan dalam hampir semua aspek kebutuhan
manusia. Ada begitu banyak teknologi yang telah digunakan kecerdasan buatan, seperti di Google Maps. Dengan bantuan Pembelajaran Mesin, Google Maps mempelajari tentang perjalanan kerja harian seseorang dan memberi tahu tentang
pelambatan lalu lintas saat waktunya berangkat. Kecerdasan buatan ini juga dapat mengidentifikasi keterlambatan sistem transportasi seperti penerbangan, kereta api, bahkan bus dengan mempertimbangkan lalu lintas status, kondisi cuaca,
dan lainnya.
Kecerdasan buatan juga memungkinkan seseorang berkomunikasi dengan mesin, komputer atau robot. Salah satu fitur yang banyak diminati dari aplikasi AI adalah fitur Chatbots. Chatbots adalah aplikasi yang dapat anda (mahasiswa) ajak bicara sesuka anda dan aplikasi ini di rancang untuk berbicara dengan manusia. Pelajar bahasa asing (Indonesia) umumnya memiliki sedikit kesempatan untuk
digunakan bahasa target yang mereka pelajari. Chatbot memiliki peran untuk mengatasi masalah tersebut Chatbots dapat menjadi alat untuk melatih bahasa yang dipelajari di mana saja dan kapan saja (Fryer & Carpenter, 2006).
Chatbot adalah program yang dibedakan dari aplikasi komputer lain dengan mensimulasikan percakapan cerdas pengguna manusia melalui metode pendengaran atau tekstual.
Bahkan, AI Chatbot dapat membantu siswa untuk belajar dengan fleksibel dalam mengajar pelajaran karena kompetensi bahasa masing-masing peserta. Besaran dan kompleksitas pembuatan AI chatbot membutuhkan banyak keterampilan
dan pengetahuan TI. Itu sebabnya tidak banyak guru bahasa yang memilihnya untuk diterapkan dalam pengajaran bahasa.
Selain itu, pelajar yang ingin belajar dengan AI chatbot harus
cukup sabar untuk menanggapi rangkaian pesan otomatis yang
dikirim dari program chatbot tersebut. Gagasan menerapkannya untuk mengajar bahasa asing di tingkat perguruan tinggi tampaknya cocok untuk siswa cukup dewasa untuk memaksa diri belajar mandiri. Oleh karena itu sudah
saatnya guru bahasa menerapkan teknologi AI dalam pengajaran agar tidak membuat siswa bosan dalam pembelajarannya dan meningkatkan kualitas proses
pembelajaran terutama dengan mobile dan jejaring sosial.
... Therefore, instructors are no longer only information providers; their responsibility is to support students' learning. Consequently, today's students must develop the ability to participate in reflective activities, as these abilities will aid them in being productive in their respective professional settings [9,10]. ...
Reflective practice (RP) and reflective journal writing (RJW) are considered the most important ways to enhance students’ learning progress. During the pandemic, offline learning has replaced online learning to keep students safe and healthy. This research solely examined reflective practice during online learning, which is significant as online education is less effective and students carry the full study load. However, this study’s core purpose was to determine international graduate students’ perceptions regarding RP and RJW during online learning in the pandemic period. It also investigated whether student engagement in RP enhances their critical reflection and learning progress. The mixed-method (QUAN-QUAL) approach was utilized in this study. The sample consisted of 123 international graduate students who were enrolled in various disciplines and majors in China and at least attended two consecutive semesters (24 weeks) online. The survey questionnaire was based on 28 items to collect the quantitative data. The questionnaire was categorized into four variables: self-education, learning progress, critical reflection, and engagement. While semi-structured interviews were conducted with 5 participants for qualitative data collection, the quantitative results indicated that all of the statements received good ranks and could be used to study how reflective journals helped students improve their self-education, critical reflection, writing skills, learning progress, and engagement. In addition, the results revealed a statistically significant beneficial association between engagement, self-education, critical reflection, and learning progress. Qualitative findings corroborated the quantitative results that participation in RP and RJW boosted students’ critical thinking skills and facilitated their learning and development. Based on the results, this study concluded that RP or RJW enhance success ratios as well as critical reflection, which is effective not only in learning but also in professional and practical settings.
The widespread adoption of digital devices in educational settings has significantly improved due to technological advancements in modern history. However, this has also raised concerns about students utilizing the Internet for personal reasons that influence their time management, and motivation. Consequently, they affect their time management, decline academic motivation, and increase cyberslacking behaviour among students. In hindsight, this study aimed to examine the relationship between time management skills, academic motivation, and reduced cyberloafing habits among university students, employing the theoretical foundation of Self-Determination as the primary lens. Also, to explore the mediating role of academic motivation in the relationship between time management skills and cyberloafing behaviours. This study employed a quantitative approach and a questionnaire-based survey; 384 students participated in the survey. Data were obtained from the participants’ responses and assessed using a structured equation modelling statistical approach. In summary, the findings of the study showed a positive relationship between effective time management and academic motivation among students, which ultimately resulted in a reduction in cyberloafing behaviours during class hours. Furthermore, the results show that the utilization of time management skills has the potential to diminish instances of cyberloafing through its influence on academic motivation. Further results are based on theoretical and practical implications.
In education, a diverse range of assessment methods with inherent strengths and limitations exists. Evaluation research aims to offer informed guidance for effective assessment techniques in online learning contexts. This study examines the Digital Reflective Journal, an online assessment method. It comprehensively explores this tool, analyzing its benefits, challenges, effectiveness, and implications from students’ perspectives. A total of 105 students, participants in the three editions of the collaborative online international learning created by the West University of Timisoara from Romania and the Norwegian University of Science and Technology from Norway, named Classroom Laboratory UVT-NTNU Joint Course, completed the Digital Reflective Journal. The digital reflective journals were used as primary data sources, resulting in 327 valid source documents that were validated, organized into categories of significance, and interpreted using the content analysis method. The analysis of students’ reflections revealed two main themes: the benefits (4 parent codes, 12 codes, and 5 aggregated subcodes) and challenges (1 parent code, with 4 codes) of using digital reflective journals. The findings revealed the following significant benefits of using digital reflective journals: increased involvement, commitment, and self-regulation of learning; enhanced teamwork and team-based learning; augmented feedback practice; and reflective learning. Additionally, barriers to communication in writing, issues with new information technology, and language and cultural barriers were some of the difficulties that students encountered. To maximize the benefits and address the challenges, future implementations of reflective journaling should consider implementing it in both individual and group learning activities, with priority given to the first year of study disciplines, with abstract content, or focused on developing teaching skills.
Adapting to the evolving healthcare market requires healthcare professionals to cultivate self-regulated learning (SRL) skills. This chapter examines the integration of SRL into the medical curriculum, emphasizing its importance in promoting proactive learning, enhancing metacognitive skills, and increasing motivation. It highlights the use of reflective journal writing as an educational tool to foster SRL and deepen engagement with learning materials. This approach aids in developing personal identity and influencing practice, ultimately preparing students for professional challenges and fostering a skilled, adaptable, and resilient workforce.
Objective
To explore the literature on Indigenous content within the oral health professions’ education curricula.
Methods
This scoping review included all types of literature on oral health care educational programs on Indigenous content, following the JBI (Joanna Briggs Institute) methodology. An initial search using “Indigenous,” “education,” and “oral health” as keywords informed a full search strategy for MEDLINE, CINAHL, Embase, Scopus, ERIC, EPPI, MedEdPORTAL, Google Scholar, ProQuest Dissertations and Theses Global, Australian Government Department of Health, and Australian Indigenous HealthInfoNet. The search included literature available until November 1, 2023, irrespective of language. Two reviewers independently screened the studies, and data were extracted and presented in tabular and narrative summary formats.
Results
A total of 948 records were identified, and 101 studies were chosen for full‐text review. Twenty‐three studies met the criteria for data extraction. Of all studies, 95.6% were published between 2007 and 2021, mostly from Australia and New Zealand. The most frequently covered content included Indigenous culture, followed by history, Indigenous oral health, and Indigenous Peoples’ health. Rural and clinical placements were the most employed delivery methods, and evaluation surveys were the most employed assessment technique. Barriers to delivering an Indigenous curriculum included students’ disinterest and limited interaction with Indigenous communities, while facilitators included cultural immersion and supportive mentorship.
Conclusion
Despite progress in integrating Indigenous content into oral health education, challenges persist. Prioritizing Indigenous perspectives, community partnerships, and standardized assessment tools is needed. Future research should focus on long‐term impacts and best practices for Indigenous curriculum development and delivery.
Değişen dünya koşulları, artık insanların farklı becerilerle donanmış olmasını gerekli kılmaktadır. Özellikle üst düzey düşünme becerilerine sahip olmak 21. yüzyıla ayak uydurabilmek için oldukça önemlidir. Yansıtıcı düşünme sözü geçen üst düzey düşünme becerileri arasında yer almaktadır. Eğitim kurumları ve öğretmenler bu becerilerin kazandırılması için önemli role sahiptir. Bu çalışmanın amacı okul öncesi öğretmenlerinin yansıtıcı düşünme eğilimlerinin çeşitli değişkenler açısından incelenmesidir. Araştırmada karma yöntem kullanılmıştır. Nicel boyutta 211, nitel boyutta ise 21 okul öncesi öğretmeninden veriler toplanmıştır. Araştırmada veri toplama aracı olarak, demografik bilgi formu, öğretmen ve öğretmen adayları için yansıtıcı düşünme eğilimi (YANDE) ölçeği ve öğretmen görüşme formu kullanılmıştır. Nicel verilerin analizi sonucunda okul öncesi öğretmenlerinin yansıtıcı düşünme eğilimi oldukça yüksek bulunmuş, ayrıca ölçeğin alt boyutlarından alınan puanlar yaş, cinsiyet ve kıdeme göre farklılık göstermiştir. Nitel verilerin analizi sonucunda katılımcılar, okul öncesi öğretmenlerinde bulunması gereken ve kendilerinin sahip olduğu yansıtıcı düşünme becerilerinde en fazla açık fikirlilik temasını dile getirmişlerdir
Before ever entering a formal educational setting, children use writing to make themselves known. Yet by the time students reach the fourth grade, only a small minority of students demonstrate writing skills considered competent by national standards. By this time in their school career, many have begun to internalize that they are poor writers and have become apprehensive toward writing tasks and tests. Using an approach that applies the well‐established literacy practice of dialogue journaling, Leah, a teacher, facilitated an after‐school book club for fourth‐grade students who experienced writing apprehension. The outcomes of the book club were that students began to build confidence and develop more positive attitudes toward writing.
Covid-19 has reshaped the educational landscape globally. Its impact is likely to linger in the post-Covid era where educational technology is brought to the foreground, especially in English Language Teaching. The pandemic has also reshaped English teachers’ and learners’ conceptions of teaching and learning, that learning can take place both inside and outside the classroom. One of the ways to promote language learning beyond the classroom is through social media. In this paper, we will look at common features of social media and the extent to which they can support learner autonomy, provide a brief account of some features of some social media tools, namely, WhatsApp, Telegram, YouTube, Instagram, House Club, and Twitter, and review some of their affordances and limitations in English language teaching and learning. We conclude by suggesting ways for English teachers to incorporate social media into their classrooms meaningfully and postulating how teachers’ roles might differ when using social media platforms to support language learners.
The changing dynamics in the 21st century globally in terms of epistemologies, technology, environment, economy, and social challenges have ramifications on learning systems. Such dynamics calls for diversity and rethinking of innovative teaching and learning (T&L) strategies. It is on that note that this chapter focuses on such challenges based on the current pandemic. Available research indicates a top-down approach from the state and those in leadership, and lecturers themselves utilise Western pedagogy in teaching. This chapter reports on a qualitative study of self-reflection of two African female students with their lecturer about the teaching pedagogy that they would prefer as African female students in the midst of a global crisis. The findings revealed that democratically reached decisions on T&L can work in any context and gives ownership of all those involved. The study concludes that using ubuntulising alongside other Western teaching pedagogies can promote students' full participation and can be applicable in varied contexts, even within poverty-stricken settings.
This chapter is centred around the elective course “Philosophy in Prison” offered to last-year law students of ESADE Business and Law School in Barcelona, Spain. It is taught inside a Catalan prison, and the participants are, in equal numbers, law students from the university and imprisoned people from a penitentiary centre. During 10 weekly sessions the group engages in a dialogical exploration around topics essential to human existence such as identity, happiness, justice, or forgiveness. The mainstream law education provides young students a purely theoretical and partial understanding of the law, which reinforces the harmful prejudices about incarcerated people and other minorities embedded in the judicial system they will represent. This chapter dives into why Socratic Dialogue is an extremely efficient method to instil in the future lawyers a commitment to social justice and inclusion, essential components for healthy, just, and thriving democracies.
The critical thinking movement, it is suggested, has much to gain from conceptualizing its subject matter in a developmental framework. Most instructional programs designed to teach critical thinking do not draw on contemporary empirical research in cognitive development as a potential resource. The developmental model of critical thinking outlined here derives from contemporary empirical research on directions and processes of intellectual development in children and adolescents. It identifies three forms of second-order cognition (meta-knowing)—metacognitive, metastrategic, and epistemological—that constitute an essential part of what develops cognitively to make critical thinking possible.
Chet Meyers shows instructors in all disciplines how to help students develop the skills for applying serious critical thinking to their subjects. He also shows how to inspire in students the intellectual curiosity and desire to understand that motivates rigorous critical thought. Arguing that critical thinking is an integral component of all academic disciplines, he demonstrates why it should be a part of every course and outlines course strategies, ways to conduct classroom discussions, and written assignments that actively promote critical thinking.
Many colleges and universities offer course credit for internships that ideally should help students see how business principles and theories relate to actual practice. This article describes how journal writing can be used to help students integrate what they observed and practiced in the field with what they learned in class, to ensure that they will gain academically from the internship. Instructions to students, review and comment by the faculty, grading, and ideas for expanding the journal assignment are discussedcerns about academic quality (McCaskey, 1988).
One of the goals of teacher education is to develop each preservice teacher into a reflective educator. A reflective educator is a lifelong learner who perceives every experience as an opportunity for growth, change, and development of understanding. As a result of our teaching experiences in the College of Education, we have developed a process that helps students become reflective learners. In this article we discuss this process, the Reflection Integration Model (RIM). The four components of the model are (a) pre‐experience, (b) experience, (c) reflection, and (d) integration. While the model is germane to any experiential‐based learning, in this article it is applied to a field experience for preservice teachers.
Reflective learning is the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective. We suggest that this process is central to understanding the experiential learning process. In this article, we describe the process of reflective learning as identified through analysis of three distinct sets of data, including sequential interviews, single interviews, and written questionnaires, using three separate samples. The sequential interviews revealed a pattern of becoming aware of one's own reflective learning patterns and deciding to use them consciously. Then, the six stages in the reflective learning process are abstracted and described. Implications of the process for personal change and growth, for facilitating learning from experience and changing perspectives, and for further research are also discussed.
A coding method for measuring reflective thinking in student journals was tested twice, demonstrating acceptable reliability among evaluators and supporting the precision of the guidelines for coding. Coding categories were as follows: habitual action, introspection, thoughtful action, content reflection, process reflection, content and process reflection, and premise reflection. (SK)
The notion of reflection has become a significant concept within nursing education. What is it? How is it learned/taught? How is it implemented in practice? This paper explores reflection as both a technique and a purposeful inter-subjective process. Some of the current theoretical underpinnings of reflection, with particular attention to a Heideggerian perspective, are examined. It is suggested that the Heideggerian notion of reflection as the integration of calculative and contemplative thinking is an effective way to consider the concept of reflection.
This paper explores the efficacy of reflective practice within the context of clinical supervision. It examines some potential limitations that reflective practice has within the context of clinical supervision drawing upon the literature and the early stages of the author's empirical work. It concludes that whilst there is considerable congruence in the use of reflective practice within clinical supervision sessions, there are potential disadvantages in making the assumption that reflective practice should be an integral part of all forms of clinical supervision.
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
This study developed and evaluated an experiential teaching model which aimed to improve the integration of theory and practice for first-year RGN students. This work took a qualitative approach and used Lewin's action research methodology. Using a participant observation approach, data, in the form of diaries, interviews and spot checks, were gathered. To evaluate the teaching model, the spot checks were developed as an indicator of theory-practice integration. The analysis of these spot checks revealed that this teaching approach had value. The strengths and weaknesses of the teaching model, in relation to possible origins of the theory-practice gap, are outlined. The validity of action research is discussed, as are similar issues that are related to the methodology of this study.
Reflection is the process of reviewing one's repertoire of clinical experience and knowledge to invent novel approaches to complex clinical problems. Reflection also provides data for self-evaluation and increases learning from experience. The author suggests several activities which are particularly useful in facilitating a reflective nursing practice. These activities may assist educators to encourage students' clinical competency.
The learning styles of 192 Registered General Nursing/DipHE students was determined using the Kolb Learning Styles Inventory prior to the students having any formal contact with lecturing staff. The percentage of students having a predominantly concrete learning style was 53.7%, while 46.3% were predominantly reflective. This finding is in keeping with those of Laschinger & Boss (1984), who suggest that they are supportive of Kolb's theoretical tenet that concrete learners tend to choose people-oriented professions. Chi-squared tests were used to determine if the respondent's learning styles varied with either age, sex or having been in employment prior to becoming a nursing student; no statistically significant associations were found. A further chi-squared analysis was performed to see if there was a relationship between learning style and those students who possessed: 1) only the DC test, 2) O-levels as highest qualifications, and 3) A-levels as highest qualifications--no statistically significant associations were found. There remain measurement problems with the Kolb inventory, and a discussion of some of these issues are presented. The findings have reinforced the need for using a variety of delivery styles with students, with an emphasis on participation and experiential learning. This need for variety is essential given the distribution of learning styles found with the students. Nurse educators are urged to re-examine perceptions and assumptions about student learning needs.
Increasingly, the characteristic that distinguishes a professional nurse is cognitive rather than psychomotor ability. Critical thinking is an essential component of nursing. Yet, no clear definition or conceptualization of critical thinking for nursing judgment has existed. Lack of consensus and overlapping definitions may well diminish the profession's ability to articulate this concept and facilitate its development. This article proposes the Critical Thinking Model for Nursing Judgment, which specifies five components: specific knowledge base, experience, competencies, attitudes, and standards. The model has three levels of critical thinking: basic, complex, and commitment. It provides a definition and conceptualization of critical thinking based on a review of the literature and input from nurses and nurse educators. The model provides a first step for development of further research and educational strategies to promote critical thinking as an essential part of autonomous, excellent nursing practice.
The curriculum may be informed by a technical, practical, or emancipatory interest. Curricula informed by these three interests are referred to as curriculum as product, curriculum as practice, and curriculum as praxis (Grundy, 1989) respectively. When curricula are viewed from different perspectives, it is plausible to suggest that each perspective requires a different conceptualization of critical thinking. The literature search revealed that critical thinking has been equated with problem solving, which is congruent with a curriculum-as-product orientation.
The purpose of this paper is to provide an overview of a conceptual model for critical thinking that is congruent with an orientation to the curriculum as praxis. The model is derived from the work of Freiré (1972), Habermas (1972), and Grundy (1989). The key concepts of the model are knowledge, critical reflection, and action. There is a reciprocal relationship between knowledge and action, which is mediated by critical reflection.
Critical thinking is an important outcome of baccalaureate education in nursing. The authors explore the relationship between critical thinking and the nursing process and propose a model to foster critical-thinking abilities of nursing students in the clinical setting.
CRITICAL THINKING, DEFINED AS PURPOSEFUL SELF-REGULATORY JUDGMENT, IS CENTRALLY EVIDENT IN NURSING KNOWLEDGE DEVELOPMENT AND EXPERT CLINICAL JUDGMENT. A HOLISTIC CT SCORING RUBRIC, A FRAMEWORK FOR CT INDIVIDUAL AND GROUP PRESENTATIONS, AND A CASE STUDY STRATEGY FOR TRAINING AND NURTURING CT IN STUDENTS ILLUSTRATE THAT THE CT IN NURSING KNOWLEDGE DEVELOPMENT AND CLINICAL JUDGMENT CAN BE EXTERNALIZED , TAUGHT, MODELED AND MEASURED.
Reflection-on-practice by second year undergraduate nursing students was examined both during clinical placements and soon after. Students identified incidents which had occurred during their practice and discussed them with the researcher individually, in pairs and in a larger group. Data relating to both students' and the researcher's perceptions of these sessions were collected by questionnaire and from diary entries. It was concluded that the purpose of reflection as part of the assessment of practice needs to be clearly defined. Helping students to develop reflective skills is different to assessing their skills and the level of reflection demonstrated.
Most nurse educators claim that ability to critique one's clinical practice is a skill which must be acquired if nursing students are to continue to learn and develop as practitioners after they have graduated. This skill is of particular relevance for nurses who will be working independently in the community. The author reviews recent literature on critical thinking and reflective learning and identifies the results of one baccalaureate nursing school's use of reflective journals.
The relationship of critical thinking ability to professional nursing competence was investigated. Professional nursing competence, defined by Benner (1984) as stages of skill acquisition (novice, advanced beginner, competent, proficient, and expert), provided the conceptual framework. A randomly selected, cross-sectional sample of nursing graduates (N = 121) was utilized. Two cohorts (N = 30) of the sample group were measured longitudinally for critical thinking ability. Relationships were investigated between measures of critical thinking and professional competencies of leadership, critical care, teaching/collaboration, planning/evaluation, interpersonal communication and professional development. Critical thinking was measured over time from beginning nursing student to practicing nurse. Critical thinking ability did not change significantly during the educational experience (sophomore to senior), however, a significant increase was found in scores as practicing nurses. No relationship was demonstrated between critical thinking ability and professional competence. The experiential component of practice emerged as the key influencing factor on the development of competence and critical thinking.
One of the goals of baccalaureate nursing education is to facilitate students' cognitive development, that is, their ability to employ reason, manage diversity, and engage in contextual decision-making. Despite this goal, however, studies indicate that the majority of nursing students tend to be at the lower levels of development, rather than at more advanced levels. The purpose of the study reported here was to describe the cognitive development of one university's nursing student population at the beginning and end of the freshman year, investigate the effects of planned developmental instruction strategies on cognitive growth, and investigate the relationship among cognitive development, GPA, and SAT scores. While subjects evidenced some cognitive growth, the mean level of cognitive development for all subjects was at the lower end of the scale. Specific instructional strategies are described, statistical and qualitative analyses of groups are reported, and suggestions for further research are proposed.
The emphasis on critical thinking in nursing has increased in response to the rapidly changing health care environment. This emphasis is underscored in nursing education by the National League for Nursing (NLN) accreditation process with the inclusion of a required outcome criterion related to the critical thinking abilities of baccalaureate nursing graduates. This article proposes a model and an accompanying process that can provide direction for nurse educators in the development and evaluation of nursing students' critical thinking abilities.
The development of critical thinking is an essential component of baccalaureate nursing education and yet little is known about beginning nursing students' critical thinking abilities in making clinical decisions. The purpose of this study was to describe the critical thinking of seven beginning baccalaureate nursing students during their first clinical nursing course. Qualitative methodology using the case study approach was used to describe students' critical thinking from their perspectives. Sources of data for describing students' critical thinking included reflective journal writing, interviews, and the researcher's nonparticipatory lab observations. Paul's (1993) dimensions of reasoning were used as a framework to describe students' critical thinking. Four major themes revealed through the data analysis were: development of the professional self-perspective, development of a perfectionist perspective, development of a caring perspective, and development of a self-directed learning perspective. The descriptive nature of the study indicated that beginning students do indeed think critically. Opportunities for dialogue in a supportive environment are instrumental in facilitating students' critical thinking and growth as reflective practitioners.
The National League for Nursing outcome-oriented accreditation process challenges nursing faculty to think about teaching and evaluating critical thinking. In a survey of schools of nursing, the authors found that programs are using standardized measures and individualized assessments to address the criterion. Their greatest difficulty involves decisions about measuring critical thinking. School administrators identified a variety of approaches effective for helping faculty. The authors provide insight and ideas for nursing faculty involved with critical thinking in the curricula.
Fiscal and financial constraints present a challenge for nurse educators to broaden the diversity and scope of teaching/learning methodologies. One method designed to promote autonomy and self-direction of nursing students is self-reflection combined with reflective journal writing. This paper describes a three-step process of self-reflection encompassing critical appraisal, peer group discussion and self-awareness. This process of self-reflection was initiated with one group of clinical nursing students. Using student and teacher feedback, implications for employing this teaching/learning strategy in clinical practice are suggested.
The conceptual issues and research findings surrounding the meaning and use of reflection are examined in this paper and serve as a foundation for discussing significant assumptions and beliefs regarding the use of reflection in nursing education. The strengths and limitations of reflection are discussed. The paper links current knowledge about reflection to the development of reflective thinking and its use by nurse educators and suggests strategies to enhance this development.
Standardized measures of student critical thinking are an attractive option for nursing educators under pressure to demonstrate student higher order thinking skills. One program's experience using the California Critical Thinking Skills Test and the California Critical Thinking Dispositions Inventory illustrates some of the problems of using standardized test and potential solutions.
Although much has been written about measurement instruments for evaluating critical thinking in nursing, this article describes clinical evaluation strategies for critical thinking. Five methods are discussed: 1) observation of students in practice; 2) questions for critical thinking, including Socratic questioning; 3) conferences; 4) problem-solving strategies; and 5) written assignments. These methods provide a means of evaluating students' critical thinking within the context of clinical practice.
This study adopted an action research approach in addressing the question: How could nurses be prepared to be reflective practitioners? The study took place among a group of registered nurses who enrolled in the first year of their degree studies at the Hong Kong Polytechnic University. The methods of data collection included observation, interview, students' written material, and teacher reflection. The experience of this study suggested that teachers and students should be partners in the promotion of reflective learning among students. As teachers reflected on their teaching arrangement and the progress of student learning, students could accordingly be offered appropriate guidance. Throughout the span of their studies, students learned to gradually develop different perspectives in viewing professional nursing practice. The reconceptualization of nursing practice helped students challenge taken-for-granted views and eventually reconstruct their conception of nursing.
This study investigated the relationship between use of selected discourse strategies and level of student critical thinking in nursing clinical post-conferences. Selected discourse strategies included: (a) teacher high-levei questions, (b) teacher elaboration of student ideas, (c) teacher probing questions, (d) student participation, and (e) student-to-student participation. The level of student critical thinking was defined as the quartile ranking of students (N=57) on the Watson-Glaser Critical Thinking Appraisal summative measure. It was hypothesized that greater use of discourse strategies would be associated with high-levels of student critical thinking.
All discourse strategies were significantly associated (p < .0001) to student quartile ranking for one taping session Conference II). Further analysis, however, revealed ambiguous patterns of two-way associations. The more consistent findings suggested a conceptual relationship between less student talk and student-to-student talk and high-levels of student critical thinking.
Critical thinking ability is one of the required outcomes of nursing education and content coverage is a focus of the past (National League for Nursing, 1996). As educators, we must attend to how we define critical thinking, what educational methods support its development, and how we can assure that students have achieved some acceptable level of critical thinking skill (Tanner, 1993).
This article describes the emergent development of one critical thinking format in a Community Health Nursing course. Rather than approaching critical thinking from a theoretical perspective or focusing on one type of assignment or experience as a tool to foster critical thinking development in nursing courses, this article shares with the reader a complete package. Problems, pitfalls, new insights, and changes are shared as they developed through the teaching of a semester-long Community Health Nursing course. The authors hope their experiences give faculty ideas about how to infuse critical thinking into nursing curricula.
The purpose of this preliminary investigation was to discover students' experiences of clinical reasoning and critical thinking development. Findings are reported from one group of baccalaureate nursing students participating in a clinical reasoning course. Narrative approaches were used to reveal how students experience their developing reasoning skills. Class videotapes and reflective logs in which students described their reasoning and responses to others' reasoning provided data. An interpretive phenomenological approach was used to derive a beginning understanding of the experiences of students' developing clinical reasoning and critical thinking. Confidence emerged as a significant aspect of students' experiences. This report of the investigation focuses on only one aspect of clinical reasoning and critical thinking, namely, students' perceptions of threats to confidence and ways of building confidence.
Critical thinking is difficult to teach because it is an abstract conceptual skill and there is no standard model. The authors discuss the development and use of a computer simulation that stimulates critical thinking in nursing students. Computer simulations are an efficient method of teaching students content and critical thinking skills without exhausting severely limited clinical time or placing a patient in jeopardy.
The meaning and process of reflection and reflective practice appear to be currently accepted and institutionalized within the nursing profession. This paper, through use of a literature review, attempts to question the value that is consequently placed on this strategy and argues that on closer examination, reflection has no clear or universal definition, an uncertain framework for implementation, and is of unproven benefit to the professional practice of nurses. Given this evidence, the author concludes that reflection is a fundamentally flawed strategy that must be of limited benefit to the nursing profession.
As a practice-orientated profession, nursing is clearly guided by theoretical concepts. Concept clarification attempts to show speakers and readers how they can liberate themselves from the judgement limitations imposed by rigid, unexamined beliefs, by exposing differences in the interpretation of language and how that interpretation creates meaning. Critical thinking is one way nurses apply the process of inquiry. As a method of assessing, planning, implementing, evaluating and reconstructing nursing care, a critical thinking approach encourages nurses to challenge established theory and practice. Existing literature on critical thinking is confusing in its description of the process, and ambiguous in drawing relationships between critical thinking and the language currently used to illustrate the process of nursing. This paper examines elements and components of critical thinking as they relate to the language of nursing: problem solving, decision making, clinical judgement, reflection, and the nursing process. The purpose of this analysis is to illuminate the meaning and clarify the intent of critical thinking application to nursing practice. The paper begins by briefly outlining the historical aspects of critical social theory, suggesting that the foundational tenets of critical theory have influenced the development of critical thinking. The paper also critically compares the language used to describe critical thinking and that language that has traditionally defined nursing.
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