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@#This research endeavored to explore, describe and document the saga of experienced nurse administrators to come up with reflective learning in nursing leadership and management. A qualitative phenomenological approach was utilized, specifically descriptive and interpretative methods of Husserl and Heidegger. Purposive sampling and referral were employed to select eight participants from the three fields of nursing administration(academe, hospital, and community) within Luzon, Philippines. An in-depth interview about the participants' experiences in nursing and nursing administration, together with a review of historical narratives and personal accounts were engaged to generate data. The interviews were transcribed verbatim and were analyzed following hermeneutic interpretive phenomenology. An integrated analysis of literature showed parallel descriptions of participants' responses and the context of historical accounts and events in nursing in the Philippines. Four main themes have emerged in the saga of Seasoned Nurse Administrators (SNAs): 1) Nurse administrators' responses according to the need and context of nursing in their times; 2) Nursing foundations and training are geared towards the values of nursing as a service profession, 3) The pathways towards becoming a nurse administrator are marked with competence in the roles undertaken and living the passion for service; 4) SNAs facing challenges are towards the improvement of life conditions, excellence in their profession, and setting advocacies to elevate the nursing profession in the country in the 21st century. A conceptual model was formulated in understanding the paths towards a seasoned nurse administrator.
Subject(s)
Nurse Administrators , LearningABSTRACT
@#<p style="text-align: justify;"><strong>Background:</strong> Self-evaluation can augment the facilitation of acquiring knowledge, skills and attitude through a reflective method. Self-assessment video (SAV) can be a very useful reflective method tool that is student-centered and self-directed.</p><p style="text-align: justify;"><strong>Objective:</strong> This study aimed to identify if SAV is an effective supplementary learning tool in improving cardiovascular examination knowledge, skills and attitude of second year medical students.</p><p style="text-align: justify;"><strong>Methodology:</strong> A quasi-experimental two-group design with pre- and post-test was used. The study population by convenience sampling involved second year medical students of the University of Santo Tomas Faculty of Medicine and Surgery. A structured direct observation checklist on cardiovascular precordial examination was used, done on two occasions in a week interval period. The said examinations were recorded in a video and evaluated and scored by two independent facilitators on these two occasions. The experimental group had the opportunity to review their videos immediately after the two examinations and accomplished self-assessment form. One-Way Repeated Measures Multivariate Analysis of Variance (One-Way RM-MANOVA), a parametric multivariate test for between- and within group comparison of multiple dependent variables was used.</p><p style="text-align: justify;"><strong>Results:</strong> It showed that there was a significant improvement in all parameters measured after the intervention (SAV in the experimental group compared to the control group).</p><p style="text-align: justify;"><strong>Conclusion:</strong> The study showed that SAV is an effective supplementary learning tool in cardiovascular examination attitude, knowledge, and skills, and can be a very useful teaching and learning self-evaluation tool.</p>
Subject(s)
Students, Medical , Self-Assessment , LearningABSTRACT
In the dynamic process of curricular changes and improvements in the different specialties, knowledge, skills, attitudes and values have been taken into account; that is why new forms of study, supervision and evaluation of doctors in training have to be integrated. Recent experiences in our country try to introduce professional portfolios as assessment- learning tools in specialized postgraduate training. The portfolio is an instrument for evaluating the residents' training process that allows not only evaluating competencies, but fundamentally identifying what we should improve, allowing us to monitor the training media as they advance in the acquisition and development of competencies so that become a tool focused on helping us learn and at the same time provide elements to value the participation of tutors and their influence on learners. In the process of planning, designing and reviewing the portfolios, the training centers find an excellent opportunity to make a self-assessment of the consistency of their curricular structure, the clarity of the competences they seek to form and the evidence they may require in the training of its residents.
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Humans , Anthropology, Medical , Human Body , Philosophy, Nursing , Nursing Services , Sociology, Medical , Mexico , HumansABSTRACT
Resumen:
En las prácticas clínicas se comparte el conocimiento de una enfermera a los estudiantes a partir del modelaje, es decir, primero se observa y después se reproduce de una manera lo más apegada posible al modelo, situación que puede analizarse a partir de la teoría del aprendizaje social, propuesta por Albert Bandura. Es imprescindible promocionar la incorporación del personal clínico de enfermería en la definición y aplicación de al menos dos de las características del estudiantado universitario, como el pensamiento reflexivo y el juicio clínico, recomendablemente desarrollados a partir de la práctica reflexiva.
Abstract:
In clinical practices, the knowledge of a nurse is shared to the students; that is, it is first observed and then it is reproduced the closest possible way to the model, a situation that can be analyzed from the social learning theory, proposed by Albert Bandura. It is essential to promote the incorporation of clinical nurses in the definition and implementation of at least two of the characteristics of college students, such as reflective thinking and clinical judgment, developed from reflective practice.
Subject(s)
Learning , Problem-Based Learning , Education, Nursing , Judgment , Mexico , HumansABSTRACT
Assessment using portfolios has recently gained wider acceptance, and is being considered relevant to several educational aspects in medicine, including formative and summative assessment during resident training, revalidation and continuing professional development. In this article, we provide an overview of the use of portfolio as an assessment and learning tool. We have discussed the rationale of using portfolio in medical education, its advantages and criticisms, and some of the associated challenges and dilemmas.
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Objective To explore the effect of reflective learning on the ability of critical thinking of nursing students in clinical practice. Methods 102 students were randomly divided into the experimental group and the control group with 51 students in each group. The control group took routine clinical practice.The experimental group took routine clinical practice and reflective learning. Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV)was used to test nursing students' ability of critical thinking before and after the clinical practice. Results The average CTDI-CV scores of the control group and the experimental group were ( 286.26±28.15 )and (285.79±30.52)respectively before the clinical practice, there was no significant difference between them. After the clinical practice, the average CTDI-CV scores of the control group and the experimental group were (289.34±32.53)and (305.63±22.46)respectively, the latter was significantly higher than the former. Conclusions Reflective learning can improve nursing students' ability of critical thinking, it can be used for reference by clinical educator.
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The aim of this quasi-experimental research was to examine the of coaching and reflective learning on competency and satisfaction of nursing students studying clinical nursing management practicum. The sample was purposively selected and consisted of 16 fourth year students in a major teaching hospital under the Ministry of University Affairs. Data were collected using a set of research instrument developed by the researchers. The instruments include 3 parts : 1) competency assessment questionnaire ; 2) satisfaction questionnaire ; and 3) clinical log. Data were then analyzed using mean, standard deviation, and independent t - test. The findings revealed that the students who participated in the coaching and reflective learning activities had a high level of clinical competency and a high level of satisfaction with the teaching and learning process. Meanwhile, the student who participated in usual teaching and learning activities had a moderate level of clinical competency and a level of satisfaction. When comparing the two groups, the means scores of clinical competency of the student who participated in the coaching and reflective learning activities were significantly higher than those in the usual teaching and learning activities (P < 0.05), whereas the mean scores of satisfaction of both groups were not statistically different (P > 0.05). Based on these finding, nurse educators as well as clinical nurse might consider coaching and reflective learning activities as a strategy for fostering effective teaching process as well as improving competency of the nursing students.
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To develop critical thinking skills that are typical of a reflective practitioner is for most students in nursing a difficult process. Not only is it difficult for them to evaluate themselves, but they can find it extremely difficult to evaluate their own colleagues. The process can, however, be simplified. When students are supported by reflective lecturers who are willing to let themselves be evaluated and who encourage the students to evaluate them, the process becomes less threatening. Through this they learn that nobody has all the knowledge that is needed to optimally nurse patients and that there ought to be a continued search for new information and knowledge. Interpersonal contact between lecturers and students is therefore crucial in the development of the students into reflective nurses.Distance education in developing countries is currently viewed as an innovative development. It is in accordance with the concept of lifelong learners. In countries like Africa, and certainly also in other developing countries worldwide, education for persons in rural areas are made accessible through distance education. However, the question that also arises is whether reflective learning through distance education is possible.