2.50
Hdl Handle:
http://hdl.handle.net/10755/155660
Type:
Presentation
Title:
Comparing the Use of Audio-Taping Versus Hand Written Journaling
Abstract:
Comparing the Use of Audio-Taping Versus Hand Written Journaling
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Kuiper, RuthAnne, PhD, RN, CCRN
P.I. Institution Name:University of North Carolina at Wilmington
Title:Assistant Professor
Objectives: Self-regulation of thinking fosters the use of reflective and critical thinking skills through the use of metacognitive, motivational and behavioral activities directed to the learning process (Schunk & Zimmerman, 1994). Theoretically, training self-regulation is likely to improve metacognition , support the development of critical thinking competence valued by educators, and enhance decision making valued by nursing service employers. Purpose: The aim of the project was to describe the effects of self-regulated learning (SRL) prompts on the metacognitive processes of senior baccalaureate nursing students as they reflected on clinical experiences using a hand held tape recorder. Prior to this study, SRL prompts have only been used with a hand written journaling technique. Design: A descriptive comparative/correlative non-experimental design with a convenient sample of 30 students in a 14 week preceptorship, were recruited from September 2001 to January 2002. The setting was an undergraduate baccalaureate nursing program in the Southeastern United States. Findings: There were 234 audio journal entries with approximately 86,000 words. Verbal protocol technique revealed the top three concerns as situations, reactions and evironmental issues. There was a consistent use of the SRL model with greater than 54% of explained variance between model concepts and all referent nouns, and a greater use of higher-level thinking statements when compared to another student group (t = -3.411, df =26, p=.002). Themes in the narratives referred to observations and judgments about knowledge work, thinking, colleagues, resources, preparation, environment, patients, self-corrections, self-improvements, self-competence, self-reactions and skills. Conclusions: Self-regulated learning strategies were consistently used during reflection from the beginning weeks which was not revealed prior to this study with journaling technique. Audio-taping captured greater quantities of dialogue and therefore a more comprehensive view of SRL during reflections. Prompting student consideration of multi-dimensional aspects of situations promotes the clinical reasoning activities used by practicing nurses.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleComparing the Use of Audio-Taping Versus Hand Written Journalingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155660-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Comparing the Use of Audio-Taping Versus Hand Written Journaling</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Kuiper, RuthAnne, PhD, RN, CCRN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of North Carolina at Wilmington</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kuiperr@uncw.edu</td></tr><tr><td colspan="2" class="item-abstract">Objectives: Self-regulation of thinking fosters the use of reflective and critical thinking skills through the use of metacognitive, motivational and behavioral activities directed to the learning process (Schunk &amp; Zimmerman, 1994). Theoretically, training self-regulation is likely to improve metacognition , support the development of critical thinking competence valued by educators, and enhance decision making valued by nursing service employers. Purpose: The aim of the project was to describe the effects of self-regulated learning (SRL) prompts on the metacognitive processes of senior baccalaureate nursing students as they reflected on clinical experiences using a hand held tape recorder. Prior to this study, SRL prompts have only been used with a hand written journaling technique. Design: A descriptive comparative/correlative non-experimental design with a convenient sample of 30 students in a 14 week preceptorship, were recruited from September 2001 to January 2002. The setting was an undergraduate baccalaureate nursing program in the Southeastern United States. Findings: There were 234 audio journal entries with approximately 86,000 words. Verbal protocol technique revealed the top three concerns as situations, reactions and evironmental issues. There was a consistent use of the SRL model with greater than 54% of explained variance between model concepts and all referent nouns, and a greater use of higher-level thinking statements when compared to another student group (t = -3.411, df =26, p=.002). Themes in the narratives referred to observations and judgments about knowledge work, thinking, colleagues, resources, preparation, environment, patients, self-corrections, self-improvements, self-competence, self-reactions and skills. Conclusions: Self-regulated learning strategies were consistently used during reflection from the beginning weeks which was not revealed prior to this study with journaling technique. Audio-taping captured greater quantities of dialogue and therefore a more comprehensive view of SRL during reflections. Prompting student consideration of multi-dimensional aspects of situations promotes the clinical reasoning activities used by practicing nurses.</td></tr></table>en_GB
dc.date.available2011-10-26T14:03:11Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:03:11Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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