Students’ perceptions on the use of portfolios in pre-registration nursing education: A questionnaire survey

McMullan, Mirjam

doi:10.1016/j.ijnurstu.2005.05.005

Cited by 86 publications

(114 citation statements)

References 21 publications

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“…In this respect, we found mixed results but most students consider reflective writing as a challenging learning task. The findings of this study resonate studies by McMullan (2006) and Coleman and Willis 2015). Several noted reasons for this less than enthusiastic perception towards reflective writing were lack of proficiency, the emphasis on course content and the fact that this kind of writing is new to them.…”

Section: Resultssupporting

confidence: 82%

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

Sharif

Zainuddin

2017

Indonesian J. Appl. Linguist

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Reflection which encompasses critical and analytical capabilities is a critical 21 st century skill for students to develop. To ensure students are equipped with this skill, reflective writing has been identified as a possible tool. Teacher feedback on students' written output therefore plays a role in developing students' reflective skills. This study asks two questions: How do students perceive their experience writing reflective essays? What is the nature of the teacher's feedback comments on students' reflective essays and how do students perceive them? To answer these questions, nineteen ESL students in an entry-level Medical programme completed a questionnaire concerning their experiences writing reflective essays and perceptions of teacher feedback on these essays. Interviews were conducted with two students to follow-up on questionnaire responses. The content analysis showed that the students believed reflective writing played a small contribution to their language learning. Further investigation into the students' perspectives of their teachers' feedback comments suggests that even though the teachers' feedback was positive, the students also referred to the comments as inadequate and ineffective. Pedagogical implications and suggestions for future research are discussed.

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Section: Resultssupporting

confidence: 82%

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

Sharif

Zainuddin

2017

Indonesian J. Appl. Linguist

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“…El profesorado participante opina que los elementos que componen el portafolio pueden ser muy variados; no obstante, al igual que McMullan [7], resaltan la escritura reflexiva como un componente esencial, lo que es coherente con la opinión mayoritaria expresada en el cuestionario sobre la contribución de dicha herramienta al desarrollo de la capacidad de reflexión del aprendiz.…”

Section: Discussionunclassified

“…Desde el año 1992, en que Glen y Hight [4] publicaron uno de los primeros artículos relativos a su utilización en la formación de enfermeras, los estudios que analizan su utilidad como instrumento de aprendizaje y evaluación en dicha formación se han incrementado de manera progresiva hasta la actualidad. En la literatura existente al respecto se recoge principalmente la opinión de los estudiantes [5][6][7][8], pero sólo se ha encontrado un estudio [9] encaminado a determinar la percepción del profesorado sobre el uso del portafolio. Por esta razón, se ha estimado oportuno describir las experiencias con portafolio que se están llevando a cabo en las escuelas de enfermería españolas y analizar la opinión del profesorado con experiencia en el empleo del portafolio, sobre su utilidad como instrumento de aprendizaje y evaluación.…”

Section: Introductionunclassified

El portafolio como herramienta didáctica: un estudio en escuelas universitarias de enfermería

Canalejas-Pérez

2010

Educ. méd.

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“…Assessments measure competence and skills that discourage students to use the opportunity to acknowledge their self-limitations, especially in a competitive, judgmental and critical environment like the health sciences. As my students' feedback indicates, they may feel pressurised to be strategic in producing what they anticipate the educators want to read (McMullan 2006;Moon 2001).…”

Section: Reflection Outcomes As Productmentioning

confidence: 99%

“…Feedback from students indicates that many are unwilling to take the risk of sharing their personal thoughts and to expose their vulnerabilities, sensing an invasion of their privacy through self-disclosure (McMullan 2006). Zembylas (2012) refers to emotional labour when working with discomfort, suggesting that these troubling moments are challenging yet can be provocative moves to problematise injustices.…”

Section: Limitationsmentioning

confidence: 99%

Diffracting reflection: a move beyond reflective practice

Mitchell

2017

Educ. as change

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Reflective practice has become a core component in higher education studies. In the health sciences, reflective tasks are required throughout the undergraduate programmes, yet many students struggle to find value in these tasks for their present and future professional practice. Benefits that can be derived from the process are undermined by this lack of motivation for reflective engagement. Concern around the static, contained, individualist nature of reflections that often face judgement through assessment can be addressed by opening up the process to generate new potentials. In this paper, I draw on new materialism and the Baradian (2007) philosophy of diffraction to move beyond the reflective practices of representation and sameness by affirmatively working with/through differences. I refer to data collected in an ethics approved research study at the University of Cape Town (UCT), South Africa, to explain a context of unjust practices in which students learn. I demonstrate how students' reflective texts shared online on the Google Drive platform can be productive and transformative material forces that enact new knowledge, valued by students. The apparatus of text-students-events is put to work creating new possibilities to enable a socially just pedagogy in medical education.

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Students’ perceptions on the use of portfolios in pre-registration nursing education: A questionnaire survey

Cited by 86 publications

References 21 publications

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

Students’ Perceptions of Their Reflective Essay Writing Experience and Teacher Feedback Comments

El portafolio como herramienta didáctica: un estudio en escuelas universitarias de enfermería

Diffracting reflection: a move beyond reflective practice

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