Swedish & US Nursing Students Reflect on Their Transition to Authenticity: Interactive Television Network Across the Atlantic

2.50
Hdl Handle:
http://hdl.handle.net/10755/155772
Type:
Presentation
Title:
Swedish & US Nursing Students Reflect on Their Transition to Authenticity: Interactive Television Network Across the Atlantic
Abstract:
Swedish & US Nursing Students Reflect on Their Transition to Authenticity: Interactive Television Network Across the Atlantic
Conference Sponsor:Sigma Theta Tau International
Conference Year:2002
Conference Date:July, 2002
Author:Zorn, CeCelia, PhD
P.I. Institution Name:University of Wisconsin - Eau Claire
Title:Professor
Objective: Reflection, an active contemplative serious thought, moves students toward authenticity. This transition (the point at which "being" and "doing" are integrated) does not "just happen." Education has negatively influenced students' authentic selves. Fitting into the box and selecting the one best answer move students away from authenticity. Unfortunately, in traditional education, students' authenticity is rarely rewarded. It is not a paradox in that which is most close to us can, at the same time, be the most strange. To get inside and watch ourselves, the distancing function of self-reflection can be used. Because students watch carefully what happens in health care and education, establishing distance between themselves and their practice has pedagogical value. Students need a safe space to step aside and discover themselves as individuals. Several methods of distancing, as self-reflection, were used in this research. Finding safe space to reflect, think, feel, and act is critical to distancing, as students develop an authentic leadership and practice identity. Using interactive video technology (ITV) between students in Sweden and the US, the participants (a) developed communication and active participatory skills, (b) emphasized cross-cultural connections with students at different educational levels, and (c) incorporated methods of distancing (aesthetics, drama, dialogue, reflective journaling). Method, Design, Population, and Setting: This action research involved two phases and was designed by a Swedish and US nurse educator. Phase I was a 75 minute ITV connection between 18 master's degree nursing students and faculty at a medium comprehensive university in the US and 6 Swedish nursing educators in a national educational project. This phase focused on introducing individuals/settings, preliminary discussion of international healthcare and educational issues, and the technical details of international ITV. Phase II was a one credit course and included 14 baccalaureate nursing students: (US: 4 sophomores and 3 seniors; Sweden: 7 sophomores). Over 16 weeks, the course met with all 14 students and 2 faculty during 4 one-hour ITV sessions. The students also met weekly or bi-weekly in both countries, for a total of 16-20 hours of engagement. All activities throughout the experience focused on distancing, as a process of reflection, and were approached from an aesthetic perspective: reflective journaling, classroom drama on ITV, and dialogue. Variables: Reflection: Originates from the Latin verb "reflectere," (bend, turn backwards). Reflection is about discovering oneself as a person, the existential aspects of oneself. Reflection itself is an experience, it constitutes no end and makes us ready for new experiences. Authenticity: Action flows from values, from inside. In ancient Tibet, authenticity means "field of power." Authenticity takes us to the place where our deep gladness meets the world's deep need. Findings: Similar findings emerged from both phases. Student and faculty preparation is essential; going "on the air" cold resulted in some hesitancy and near-passivity. Initially, some of the on-air time was closer to a performance, rather than a spontaneous dialogue. At both sites, high energy occurred after the live connections were concluded. This reflection was as valuable as the on-air time in self-discovery. Preparation and greeting are critical before a deeper dialogue can occur. This is part of creating safe space and is essential to a higher level of authenticity. For the US students (younger, local, a limited exposure to issues beyond the Midwest), the experience clearly enhanced their notion of global concerns related to health care, education, and politics. A major concern of the Swedish students was their verbal communication skills, with English a second language. Interestingly, what may have been a concern for the Swedish students, the US students found outstanding language skills. Furthermore, the US students were embarrassed about their own limited skill. The approaches to distancing as reflection (reflective journaling, drama, dialogue) were enhanced when discussed by students at both sites. The international sharing raised the self-discovery to a higher level. Because the US students were familiar with ITV as a classroom technology, their comfort level was initially higher. Classroom arrangement also influenced the intimacy. Smaller, circular seating facilitated reflective dialoge in the Swedish class, whereas the larger, theater-style, in the US was less inviting. Technological cost would not likely prohibit this type of research in most educational settings, although the fees depended on the originating country. Conclusion: In this international ITV experience, students could recapture their experiences to "distance" in their reflection. Combining on-air and on-site only meetings was an essential balance. Although self-reflection is not the only possibility to help students move toward authentic practice, it is possible to reflect by getting inside the self and using an international connection in this journey.

Repository Posting Date:
26-Oct-2011
Date of Publication:
Jul-2002
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleSwedish & US Nursing Students Reflect on Their Transition to Authenticity: Interactive Television Network Across the Atlanticen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155772-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Swedish &amp; US Nursing Students Reflect on Their Transition to Authenticity: Interactive Television Network Across the Atlantic</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">2002</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July, 2002</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Zorn, CeCelia, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Wisconsin - Eau Claire</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">zorncr@uwec.edu</td></tr><tr><td colspan="2" class="item-abstract">Objective: Reflection, an active contemplative serious thought, moves students toward authenticity. This transition (the point at which &quot;being&quot; and &quot;doing&quot; are integrated) does not &quot;just happen.&quot; Education has negatively influenced students' authentic selves. Fitting into the box and selecting the one best answer move students away from authenticity. Unfortunately, in traditional education, students' authenticity is rarely rewarded. It is not a paradox in that which is most close to us can, at the same time, be the most strange. To get inside and watch ourselves, the distancing function of self-reflection can be used. Because students watch carefully what happens in health care and education, establishing distance between themselves and their practice has pedagogical value. Students need a safe space to step aside and discover themselves as individuals. Several methods of distancing, as self-reflection, were used in this research. Finding safe space to reflect, think, feel, and act is critical to distancing, as students develop an authentic leadership and practice identity. Using interactive video technology (ITV) between students in Sweden and the US, the participants (a) developed communication and active participatory skills, (b) emphasized cross-cultural connections with students at different educational levels, and (c) incorporated methods of distancing (aesthetics, drama, dialogue, reflective journaling). Method, Design, Population, and Setting: This action research involved two phases and was designed by a Swedish and US nurse educator. Phase I was a 75 minute ITV connection between 18 master's degree nursing students and faculty at a medium comprehensive university in the US and 6 Swedish nursing educators in a national educational project. This phase focused on introducing individuals/settings, preliminary discussion of international healthcare and educational issues, and the technical details of international ITV. Phase II was a one credit course and included 14 baccalaureate nursing students: (US: 4 sophomores and 3 seniors; Sweden: 7 sophomores). Over 16 weeks, the course met with all 14 students and 2 faculty during 4 one-hour ITV sessions. The students also met weekly or bi-weekly in both countries, for a total of 16-20 hours of engagement. All activities throughout the experience focused on distancing, as a process of reflection, and were approached from an aesthetic perspective: reflective journaling, classroom drama on ITV, and dialogue. Variables: Reflection: Originates from the Latin verb &quot;reflectere,&quot; (bend, turn backwards). Reflection is about discovering oneself as a person, the existential aspects of oneself. Reflection itself is an experience, it constitutes no end and makes us ready for new experiences. Authenticity: Action flows from values, from inside. In ancient Tibet, authenticity means &quot;field of power.&quot; Authenticity takes us to the place where our deep gladness meets the world's deep need. Findings: Similar findings emerged from both phases. Student and faculty preparation is essential; going &quot;on the air&quot; cold resulted in some hesitancy and near-passivity. Initially, some of the on-air time was closer to a performance, rather than a spontaneous dialogue. At both sites, high energy occurred after the live connections were concluded. This reflection was as valuable as the on-air time in self-discovery. Preparation and greeting are critical before a deeper dialogue can occur. This is part of creating safe space and is essential to a higher level of authenticity. For the US students (younger, local, a limited exposure to issues beyond the Midwest), the experience clearly enhanced their notion of global concerns related to health care, education, and politics. A major concern of the Swedish students was their verbal communication skills, with English a second language. Interestingly, what may have been a concern for the Swedish students, the US students found outstanding language skills. Furthermore, the US students were embarrassed about their own limited skill. The approaches to distancing as reflection (reflective journaling, drama, dialogue) were enhanced when discussed by students at both sites. The international sharing raised the self-discovery to a higher level. Because the US students were familiar with ITV as a classroom technology, their comfort level was initially higher. Classroom arrangement also influenced the intimacy. Smaller, circular seating facilitated reflective dialoge in the Swedish class, whereas the larger, theater-style, in the US was less inviting. Technological cost would not likely prohibit this type of research in most educational settings, although the fees depended on the originating country. Conclusion: In this international ITV experience, students could recapture their experiences to &quot;distance&quot; in their reflection. Combining on-air and on-site only meetings was an essential balance. Although self-reflection is not the only possibility to help students move toward authentic practice, it is possible to reflect by getting inside the self and using an international connection in this journey.<br/><br/></td></tr></table>en_GB
dc.date.available2011-10-26T14:09:36Z-
dc.date.issued2002-07en_GB
dc.date.accessioned2011-10-26T14:09:36Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.