| Learning Objective #1: Discuss faculty and student perspectives of reflection and reflective writing as teaching strategies to foster critical thinking | |||
| Learning Objective #2: Develop insight about the intent, structure, and evaluation of reflective writing assignments |
This study sought to query nursing faculty and students about reflection and reflective writing as teaching strategies to foster critical thinking. Guiding the research were three questions: What are faculty and student perspectives of reflection and reflective writing as teaching strategies to foster critical thinking? What structured exercises proffer the best opportunities for reflection and reflective writing? What themes emerge as student nurses describe clinical experiences in reflective writing exercises? The study is an extension of an earlier publication that found inconsistency among faculty in the purpose and evaluation of reflective writing exercises. Data were obtained from a convenience sample of three undergraduate nursing faculty members and three senior student nurses. In a 1-2 hour semi-structured interview, participants were asked about: the nature of reflection, learning from reflective exercises, use of a model to guide reflection, value of reflection in fostering critical thinking, beliefs about sharing reflections, value of written feedback, and beliefs about evaluating reflective writing. Additionally, each student submitted a written description of a significant recent practice experience. Data analysis of interviews and reflective writings followed a constant comparative approach to identify emerging themes and patterns. Further validation that themes and patterns were logically derived from the data was given by another faculty member with expertise in qualitative research. Findings from the faculty members' and students' perspectives of reflection and reflective writing included themes of: inviting, challenging, and engaging. Findings from the students' written reflections included themes of: discomfiture, grappling, intervention, and discernment. One serendipitous finding involved embellishment of written reflective experiences to boost the grade. While results are not intended to be generalized, the findings raise questions that behoove thoughtful consideration about the intent, structure, and evaluation of reflective writing assignments.