ASSESSING THE LEVEL OF STUDENT REFLECTION FROM REFLECTIVE JOURNALS
ASSESSING THE LEVEL OF STUDENT REFLECTION FROM REFLECTIVE JOURNALS
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DOI：
10.1046/j.1365-2648.1995.22010048.x
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发表时间：
1995-07-01
影响因子：
3.8
通讯作者：
YAN, L
中科院分区：
文献类型：
--
作者：
WONG, FKY;KEMBER, D;YAN, L
反思性学习的概念已被广泛采用，在许多护理课程的今天。反思性学习与专业人员的教育特别相关，因为它鼓励学生将理论与实践相结合，代表自己欣赏世界，并将每一次经历转化为新的潜在学习体验。虽然护士教育工作者已经广泛接受反思的教育效益，研究反思性学习的阻碍缺乏可靠的和广泛接受的方法来评估是否发生反思和任何反思的水平。本研究试图开发和测试的编码系统的基础上，两个著名的反思性思维模式的书面反思性日志。对学生提交的反思性日志进行了两个层次的内容分析。本研究的结果表明，学生的写作可以作为证据的存在或不存在的反思性思维。将学生分为非反射者、反射者和关键反射者三类的过程简单可靠。然而，识别期刊中的文本元素，并将它们分配到更复杂的反思思维模型中更精细的反思层次，则更成问题，可靠性也低得多。
The concept of reflective learning has been widely adopted in many of the nursing curricula today. Reflective learning is of particular relevance to the education of professionals, as it encourages students to integrate theory with practice, appreciate the world on their own behalf, and turn every experience into a new potential learning experience. While nurse educators have widely accepted the educational benefits of reflection, research into reflective learning is hampered by the lack of reliable and widely accepted methods for assessing whether reflection takes place and the level of any reflection. This study attempted to develop and test coding systems for written reflective journals based on two well-known models of reflective thinking. The reflective journals submitted by the students were subjected to content analysis at two levels. The findings of this study suggest that student writing can be used as evidence for the presence or absence of reflective thinking. The process of allocating students to three categories of non-reflector, reflector and critical reflector was straightforward and reliable. Identifying textual elements within journals and allocating them to the finer levels of reflection within a more complex model of reflective thinking was, however, more problematic and considerably less reliable.