2.50
Hdl Handle:
http://hdl.handle.net/10755/157255
Type:
Presentation
Title:
Students' Perceptions of Journaling: Time {Well} Spent?
Abstract:
Students' Perceptions of Journaling: Time {Well} Spent?
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Predeger, Elizabeth, PhD
P.I. Institution Name:University of Alaska Anchorage, School of Nursing
Title:Professor
Contact Address:3211 Providence Drive, Anchorage, AK, 99508, USA
Contact Telephone:907 786 4575
Co-Authors:Bernice Carmen, Associate Professor; Fredricka Gilje, Associate Professor; Thomas Hendrix, Assistant Professor; Catherine Sullivan, Assistant Professor; Diane Toebe, Associate Professor
Purpose: The purpose of this study was to examine baccalaureate nursing students' perceptions of journaling as a learning strategy. Rationale/Background: Journals are a pedagogical tool commonly used in nursing education to encourage reflection supportive of the teaching/learning process. Sparse information exists on students' perceptions of the journaling experience on their learning. This descriptive study was a component of a larger quantitative study measuring key attributes of journaling that generated both numerical and textual data on nursing student perceptions of journaling. Methods: A survey measuring key attributes of journaling was administered to a convenience sample of 119 junior & senior baccalaureate students during Fall 2007. The survey ended with open ended questions that elicited students' own perceptions of journaling. This part of the larger study provided text for qualitative content analysis (Graneheim and Lundman, 2004). Further reflection on emergent themes led to an interpretive description (Thorne, Kirkham & O'Flynn, 2004) agreed upon by all authors. Results & Implications: Time emerged as central to the journaling experience. The perceived value placed on student time was a critical component used to recognize the learning. Less structure and more opportunity for narrative expression & reflection was perceived as more "freeing" and allowed students  more control over their learning. Timely and thoughtful faculty feedback was noted by all as essential for a positive journaling experience. Findings of this descriptive study have the potential to alter & redesign the journaling experience and ultimately effect teaching/ learning. As faculty, we have recognized that the perception of time spent on the journaling assignment was first & foremost in students' equation with value. This awareness, as well as other key points uncovered, has begun to open a dialogue among faculty that will likely effect a change of practice.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleStudents' Perceptions of Journaling: Time {Well} Spent?en_GB
dc.identifier.urihttp://hdl.handle.net/10755/157255-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Students' Perceptions of Journaling: Time {Well} Spent?</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Predeger, Elizabeth, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Alaska Anchorage, School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">3211 Providence Drive, Anchorage, AK, 99508, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">907 786 4575</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">predeger@uaa.alaska.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Bernice Carmen, Associate Professor; Fredricka Gilje, Associate Professor; Thomas Hendrix, Assistant Professor; Catherine Sullivan, Assistant Professor; Diane Toebe, Associate Professor</td></tr><tr><td colspan="2" class="item-abstract">Purpose: The purpose of this study was to examine baccalaureate nursing students' perceptions of journaling as a learning strategy. Rationale/Background: Journals are a pedagogical tool commonly used in nursing education to encourage reflection supportive of the teaching/learning process. Sparse information exists on students' perceptions of the journaling experience on their learning. This descriptive study was a component of a larger quantitative study measuring key attributes of journaling that generated both numerical and textual data on nursing student perceptions of journaling. Methods: A survey measuring key attributes of journaling was administered to a convenience sample of 119 junior &amp; senior baccalaureate students during Fall 2007. The survey ended with open ended questions that elicited students' own perceptions of journaling. This part of the larger study provided text for qualitative content analysis (Graneheim and Lundman, 2004). Further reflection on emergent themes led to an interpretive description (Thorne, Kirkham &amp; O'Flynn, 2004) agreed upon by all authors. Results &amp; Implications: Time emerged as central to the journaling experience. The perceived value placed on student time was a critical component used to recognize the learning. Less structure and more opportunity for narrative expression &amp; reflection was perceived as more &quot;freeing&quot; and allowed students &nbsp;more control over their learning. Timely and thoughtful faculty feedback was noted by all as essential for a positive journaling experience. Findings of this descriptive study have the potential to alter &amp; redesign the journaling experience and ultimately effect teaching/ learning. As faculty, we have recognized that the perception of time spent on the journaling assignment was first &amp; foremost in students' equation with value. This awareness, as well as other key points uncovered, has begun to open a dialogue among faculty that will likely effect a change of practice.</td></tr></table>en_GB
dc.date.available2011-10-26T19:42:24Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T19:42:24Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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