Abstract:
:In this study, the use of a blog in a senior leadership clinical nursing course was analyzed qualitatively through two means; focus group interviews of those using the blog, and analysis of blog content. Initial feelings expressed by students were annoyance and intimidation concerning the blogging assignment. These feelings quickly dissipated, with students verbalizing many positive aspects related to the blog, including having a place to reflect, feeling connected as a group, valuing feedback provided by their peers, and learning from theirs and others' experiences. The mechanics of having to synthesize their thoughts in written form, in a shared venue was also identified by students to be helpful for their learning. Blog posts were primarily related to student experiences, with students identifying a "lesson learned" in most posts. Student comments were geared to providing support of fellow students, through words of encouragement or through sharing similar experiences. Instructors felt the blog, in addition to helping students to synthesize their thoughts, helped to monitor how students were learning and progressing throughout the semester, and helped them to transition from nursing student to practicing professional. The researchers concluded that blogging in a senior leadership clinical nursing course promotes reflection is an effective way to enhance student learning.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Reed SJ,Edmunds Ddoi
10.1016/j.nepr.2015.07.010subject
Has Abstractpub_date
2015-11-01 00:00:00pages
537-42issue
6eissn
1471-5953issn
1873-5223pii
S1471-5953(15)00124-9journal_volume
15pub_type
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
pub_type: 杂志文章,评审
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journal_title:Nurse education in practice
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journal_title:Nurse education in practice
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