"Good teaching cannot be reduced to technique
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Transcript of "Good teaching cannot be reduced to technique
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“Good teaching cannot be reduced to technique; good teaching comes from the identity and the integrity of the teacher” (Palmer, 2007, p. 10)
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Defining the Defining the experience…experience…
UncertaintyUncertainty – “Unknowing”
Opportunity Meaning and
possibilities Questioning approach Critical inquiry
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“To teach and nurse effectively, we need to know ourselves. This is what we bring to our teaching and nursing partnerships, and it can be a catalyst for provoking caring and social change” (McEldowney, 2003, p. 220).
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“Emancipatory teaching … fosters a spirit of inquiry, an independence of thought, an ability to question prevailing assumptions, and a confidence with which to meet the complexities of a dynamic health care system” (Myrick & Tamlyn, 2007, p. 301)
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“The goal of instruction becomes creating an opportunity for learning that integrates content knowledge with knowledge of context” (Forneris & Peden-McAlpine, 2006)
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Critical Thinking in PracticeCritical Thinking in Practice(Forneris, 2004, as cited in Forneris & Peden-McAlpine, (Forneris, 2004, as cited in Forneris & Peden-McAlpine, 2006, p. 2)2006, p. 2)
TimeContext
Reflection
Dialogue
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SelfSelf--Regulated Learning Theory Regulated Learning Theory (Kuiper & Pesut, 2004)(Kuiper & Pesut, 2004)
Behavioral Self-regulation Self-monitoring
Self-observation of performance
Knowledge Work Thinking Processes
Self-judgment of improvements Competence
Self-reactions
Environmental Self-regulation
Of Skills/Activities Physical Context
Preceptor/Staff/Patients
Metacognitive Self-regulation
Self-evaluation Self-correction
Of Goals
Self-efficacy Knowledge use
Thinking strategies
Interpretation Analysis Inference
Explanation Evaluation
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“Purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference as well as the explanation of evidential, conceptual, methodical, criteriological or contextual considerations upon which that judgment is based”(Facione, 1990, as cited in Kuiper & Pesut, 2004, p. 383).
Critical Thinking is…Critical Thinking is…
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The QuestionThe Question
What is the effect of a structured clinical log within a reflective portfolio on the assessment of learning (as measured by self-efficacy and critical thinking skills) and competence in the clinical practice of undergraduate nursing students?
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The InterventionThe Intervention
Narrative Reflective Journaling “Narrative captures the experience by
organizing human actions and events within a composite or real-life experience… Narrative creates understanding by illuminating causal thinking… temporal aspects of the human experience as it changes over time.” (Forneris & Peden-McAlpine, 2006, p. 3)
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Guided Narrative Reflection Guided Narrative Reflection ProcessProcess (Forneris & Peden-McAlpine, 2006)(Forneris & Peden-McAlpine, 2006)
Describe a story
Guide critical reflection
Consider alternative perspectives
Integrate learning into future practice experiences
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Self EfficacySelf Efficacy
Internality, Powerful Others and Chance (IPC) Scales (Levinson, 1981, as cited in Harvey & McMurray, 1994)
Assesses three aspects of control
1. Belief in one’s own ability
2. Role of external factors in controlling life events
3. Role of chance
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CompetenceCompetence
Self-appraisal with 6-D scale (Schwirian, 1978)
1. Leadership
2. Critical Care
3. Teaching/Collaboration
4. Planning/Evaluation
5. Interpersonal Relations/Communications
6. Professional Development
Self appraisal with comparison to Benner’s (1984) Novice to
Expert behaviours
Phenomenological approach to understand how nursing “skills” and behaviours are attained through time, from novice to expert
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UNCG (University of North UNCG (University of North Carolina at Greensboro) Critical Carolina at Greensboro) Critical Thinking Skills Evaluation Thinking Skills Evaluation Instrument Instrument (Sorrell, Brown, Cipriano Silva & Kohlenberg, 1997)
Likert scale on how students perform certain skills (5=independent to 1=unable to perform, even with consistent guidance)
1. Ability to analyze and interpret
2. Draws logical inferences
3. Evaluates and justifies inferences
4. Deductive reasoning
5. Inductive reasoning
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Data AnalysisData Analysis
Correlation of narrative reflective journaling compared to competence, self efficacy and critical thinking skills at students’ various stages of education and practice
Is this relationship significant?
Is it even possible to detect a relationship, given the number of other factors affecting students’ learning?
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ReferencesReferencesBainbridge Frymier, A., Shulman, G., and Houser, M. (1996). The development of a
learner empowerment measure. Communication Education, 45, 181-199.Bandura, A. (1997). Insights: self-efficacy. Harvard Mental Health Letter, 13(9), 4-6.Banning, M. (2006). Nursing research: perspectives on critical thinking. British Journal
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Conger, M. and Mezza, I. (1996). Fostering critical thinking in nursing students in the clinical setting. Nurse Educator, 21(3), 11-15.
Craft, M. (2005). Reflective writing and nursing education. Journal of Nursing Education, 44(2), 53-57.
Fonteyn, M. and Cahill, M. (1998). The use of clinical logs to improve nursing students’ metacognition: a pilot study. Journal of Advanced Nursing, 28(1), 149-154.
Forneris, S. and Peden-McAlpine, C. (2006). Contextual learning: a reflective learning intervention for nursing education. International Journal of Nursing Education Scholarship, 3(1), 1-18.
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Harvey, V. and McMurray, N. (1994). Self-efficacy: a means of identifying problems in nursing education and career progress. International Journal of Nursing Studies, 31(5), 471-485.
Maynard, C. (1996). Relationship of critical thinking ability to professional nursing competence. Journal of Nursing Education, 35, 12-18.
McMullan, M. (2006). Students’ perceptions on the use of portfolios in pre-registration nursing education: a questionnaire survey. International Journal of Nursing Studies, 43, 333-343.
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Sorrell, J., Brown, H., Cipriano Silva, M. and Kohlenberg, E. (1997). Use of writing portfolios for interdisciplinary assessment of critical thinking outcomes of nursing students. Nursing Forum, 32(4), 12-24.
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Steen Lauterbach, S. and Becker Hentz, P. (2005). Journaling to learn: a strategy in nursing education for developing the nurse as person and person as nurse. International Journal for Human Caring, 9(1), 29-35.
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