Using individual and group reflection in and on assessment as a tool for effective learning

Abstract

Usmg individual and group reflection m and on assessment as a tool for effective learmngThis paper outlines the background to the current United Kingdom educational scene for post-registration nurse education, highlighting the influence of the Enghsh National Board (ENB) framework and higher award The study reported was undertaken with the help of two student cohorts who were registered consecutively on a 6 month ENB course at diploma level Formal reflection usmg both mdividual written and group discussion was introduced focusing on the two summative course assessments This kind of formal reflection was seen as a learning strategy to influence positively students' educational outcomes and professional practice via six key factors (a) academic self-concept, (b) task awareness, (c) views of knowledge, (d) the influence of knowledge on behaviour, (e) wnting as a learning activity, and (f) generating knowledge by reflecting in and on assessment with discussion The findings, reported under the SIX factor-headings, fully support the use of reflection m this way for these purposes (Accreditabon of Prior Learning) and APEL (Accreditabon of Prior Expenenbal Learning) were part of this movement Over the last few years, post-registrabon educabon for to encourage and to support the life-long learning of nurses has undergone considerable change in the Umted nurses Kmgdom (UK) This is largely m response (a) to meetingThe development of a coherent and comprehensive the needs of patients, clients and the health services, and 'open' framework for post-registration educabon and (h) to mamtammg and enhancing standards of educabon practice has increased both the number and the diversity and pracbce (UKCC 1990) m lnibal educabon and of nurses who have returned to formal study, as Bailey throughout the professional lives of nurses Opportumties (1992 p 983) points out, 'open' learning attracts 'newly for study were greatly mcreased when the English Nabonal participabng groups, hitherto prevented by personal conBoard for Nursmg, Midwifery and Health Visibng (ENB) stramts or by socialisabon and cultural factors from mtroduced the higher award m 1992 Credit Accumulabon entering further and higher educabon' Nurses on each and and Transfer Schemes (CATS), which mcluded APL every course show great variety m age, trainmg/education and quahficabon as well as m the parbculars of their work-" , ,." r, ^rc.i. , e u I t place, their pabents and clients All of these differences Correspondence Lynda Rogers University of Southampton School of fioi-^, v" f Nursmg and Midmfery, South Academic Block Southampton General affect what nurses bnng to any course (Coutts-Jarman

Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses

“…Critical reflective practice (or reflective practice), although ambiguous to define, is identified as both an internal and external process (Durgahee, 1998;Gustafsson, et al, 2007;Ruth-Sahd, 2003 (Crandall & Getchell-Reiter, 1993), challenges to the status quo and institutional power happen and nurses move away from routines to a state of mental arousal and intellectual curiosity (Durgahee, 1996), increases in clinical reasoning and intrinsically motivated learning develop (Murphy, 2004), academic self-concept is enhanced (e.g., a determination to continue with education) (Mountford & Rogers, 1996), increases in confidence and ability to provide the rationale for patient care are demonstrated (McCaugherty, 1991), intentions to engage learned strategies in future, similar care situations are exhibited (Briggs, 1995), an ability to integrate theoretical concepts to practice occurs (Ruth-Sahd, 2003) and specific changes to practice develop (Paget, 2001). In only one study was it identified that reflection had no statistically significant effect on a learning outcome (Low & Kerr, 1998).…”

Developing Tools For Supporting Music Instrument Studies: Model For Reflection

“…Similarly to earlier studies (Mountford & Rogers, 1996;Leijen et al, 2009a), all of the expert teachers found that, among other thing, it is essential to guide to students to notice and become aware of their positive qualities as an interpreter and a musician, since the students tend to be overly critical of themselves.…”

“…Concerning the process of evaluation, the main problem is the inadequancy or lack of evaluation criteria. Further problems that have been observed are that the students are expecting the instrument teacher to correct them and are not ready to evaluate themselves; the main focus of concentration are the faults, thus the positive aspects are neglected; it is considered shocking that the conceived plan was not realized in practice; stopping at the describing level (Mountford & Rogers, 1996). Concerning the process of relating, it has been observed that the teacher's corrections and proposals are considered absolute truth and not called in question; the focus is solely on "correct" performance and finding alternatives is complicated; shame keeps from sharing and suggesting one's own ideas; feedback focuses only on shotcomings (Leijen et al, 2009a).…”

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“…Argyris y Schön (1974) demostraron que, lo que los estudiantes piensan y sienten acerca de una experiencia puede diferir del evento real. Además, los estudiantes tienden a esperar al profesor para presentar sus evaluaciones, en lugar de evaluar sus experiencias propias (Leijen, Lam, Wildschut, Simons, y Admiraal, 2009;Mountford y Rogers, 1996). Para apoyar la autoevaluación, los estudiantes necesitan entender los estándares de evaluación y los criterios para estos estándares.…”