Qualitative Analysis of Written Reflections during a Teaching Certificate Program

Castleberry, Ashley N.; Payakachat, Nalin; Ashby, Sarah; Nolen, Amanda; Carle, Martha H.; Neill, Kathryn K.; Franks, Amy M.

doi:10.5688/ajpe80110

Cited by 20 publications

(14 citation statements)

References 24 publications

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“…Incorporating reflective discussions into a course may be one way to help students develop skills related to Bloom's affective domain. Although use of reflective activities is described in the pharmacy literature, [28][29][30][31][32] there are no studies examining the use of these activities in the context of psychiatric and substance use disorders. The process of reflection helps learners connect personal experiences with those of others and permits the integration of new knowledge into existing understanding.…”

Section: Discussionmentioning

confidence: 99%

“…Studies in the health professions literature reported that use of reflection was valuable in building self-awareness, developing professional attitudes, and building criticalthinking skills and cultural competence. 28,31,33,34 Incorporating reflective discussion created an opportunity whereby learners shared ideas and encountered others' viewpoints. Frequently these exchanges provided the learner with opportunities for further reflection and refinement of their original perspectives.…”

Section: Discussionmentioning

confidence: 99%

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Emphasizing Bloom’s Affective Domain to Reduce Pharmacy Students’ Stigmatizing Attitudes

Muzyk

Lentz

Green

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To create a learning environment using Bloom's affective domain as a framework that would reduce third-year pharmacy students' stigmatizing attitudes toward patients with mental illness. Design. Prior to the start of the module, students were asked to complete the 27-question Attribution Questionnaire Short Form (AQ-27). The teaching approach and in-class activities were designed to allow students' to experience the major categories within Bloom's affective domain. The module used patient cases, interactive-learning activities, and reflective discussions to augment pharmacological and therapeutic knowledge with a humanistic understanding of mental illness. Students were asked to retake the AQ-27 after completing the module. Assessment. Paired responses on the AQ-27 were reported for 74 of 104 students, which represents a response rate of 71.2%. Students' scores changed significantly on nine of the 27 questions. Students' attitudes pre-to post-module revealed a significant increase in the help construct, while there was a significant decrease in the dangerousness and fear constructs. Conclusion. Designing and implementing a course along the continuum of Bloom's affective domain resulted in appropriate changes in students' attitudes toward patients with mental illness.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Emphasizing Bloom’s Affective Domain to Reduce Pharmacy Students’ Stigmatizing Attitudes

Muzyk

Lentz

Green

et al. 2017

American Journal of Pharmaceutical Education

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“…Successful professionals must be able to reflect on their experience in order to find solutions to complex problems encountered on a daily basis. Such reflection is necessary in order for nursing students to improve their performance, and must be applied by nursing students committed to professional growth as lifelong learners (Castleberry et al, 2016). In reflections, nursing students wrote narratives, as human experience is always narrated and focuses on observations (Žydžiūnaitė, 2015).…”

Section: Data Collectionmentioning

confidence: 99%

Nursing Students' Work Experience Based Perceptions of "Being a Good Nurse"

Bagdonaitė-Stelmokienė¹,

Žydžiūnaitė²

2017

Cent Eur J Nurs Midw

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Aim: To reveal and describe nursing students' work experience based perceptions of "being a good nurse". Design: This study was implemented using a descriptive qualitative design. Methods: Data were collected in the format of unstructured individual narrative-based written reflections, analyzed by applying inductive manifest qualitative content analysis. The sample consisted of 110 final year nursing students from five different universities of applied sciences in five Lithuanian regions. Results: Nursing students' perceptions of "being a good nurse" derived from their work experience throughout their courses, and relate to nurses' competence, professional features and values, and the implementation of their professional mission. These qualities are fluid and interrelated, reflecting nurses as individuals, as members of the nursing profession, of certain health care organizations, and as members of society. Conclusion: "Being a good nurse" is an indeterminable concept. Nursing students derive their understanding of it from the work practices they encounter, a basis from which they observe, reflect and learn. The research outcomes demonstrate the need for moral education and development of practical intelligence for nursing students, which will encourage them to strive to become "goodˮ nurses.

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“…A qualitative approach was selected for this study because this method allows for deep and rich analysis of text and image not so easily obtainable from survey-based research [25]. The essence of qualitative content analysis is identifying substantive statements that really reveal something to the researcher.…”

Section: Methodlogymentioning

confidence: 99%

Nurturing Pre-Service Teachers’ Mindful Persistence Through Visual Arts

Flannery¹

2018

ICERI2018 Proceedings

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Persistence is deemed to be a critical disposition for 21st century learners, graduates and educators. Those who master persistence are abler in today's innovation-driven and ever-changing world to work through challenges and adversity, deal constructively with failure and achieve their goals and outputs from mindful and sustained effort. While persistence features as critical character quality in numerous contemporary early years' and lifelong learning frameworks, far less attention is paid to developing persistence in schools, universities and teacher education to combat attrition rates from education and the teaching profession. Therefore, it is important that all educators progress learner persistence in authentic and effective ways. As the creative process of making visual art both demands and teaches the creative habit of mind persistence, this explorative practitioner research evaluates the effectiveness of a visual arts-based initial teacher education programme component with regard to increasing pre-service teachers' persistence. Methods include qualitative content analysis of seventy participants' written reflections regarding what creative habits of mind increased as a consequence of the creative process. Findings indicate that the visual arts learning experience was especially effective in increasing persistence with respect to tolerating uncertainty, sticking with difficulty and daring to be different. Other findings indicate that the creative process, prolonged time, appropriate scaffolding, peer interaction, display of work in progress and teacher belief aided this improvement. In addition, it increased their appreciation of this transdisciplinary disposition and the need for them as teachers to model and monitor persistence in future classroom practice. While appreciating conclusions are context specific, the case study does provide impetus for additional wider research on both student and teacher persistence development in schools, universities and teacher education.

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Qualitative Analysis of Written Reflections during a Teaching Certificate Program

Cited by 20 publications

References 24 publications

Emphasizing Bloom’s Affective Domain to Reduce Pharmacy Students’ Stigmatizing Attitudes

Emphasizing Bloom’s Affective Domain to Reduce Pharmacy Students’ Stigmatizing Attitudes

Nursing Students' Work Experience Based Perceptions of "Being a Good Nurse"

Nurturing Pre-Service Teachers’ Mindful Persistence Through Visual Arts

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