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A pilot study evaluation of student reflective thinking in a doctor of nursing practice program

机译：护理实践课程中学生反思性思维的初步研究评估

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Background: The purpose of this pilot study was to describe and explain how faculty operationalized, implemented and evaluated progression in reflective thinking as a key student transformational learning outcome in a newly created doctor of nursing practice (DNP) program. Methods: In this pilot study, study participants (N=7) were full-time DNP students, with six having a nurse practitioner background. The key concepts of reflective thinking and transformational learning were operationalized through the use of a structured learning ePortfolio and a Reflective Writing Assignment that students completed at both mid- and end-of- program. Faculty gave students feedback using a Reflective Thinking Rubric. To measure progression in students’ reflective thinking, a paired samples t-test was conducted to compare faculty ratings of students’ Reflective Writing Assignments using the rubric from mid- to end-of-program. Results: Results demonstrated a significant difference in Reflective Thinking Rubric scores from mid- (M=1.9, SD=0.47) to end-of-program (M=2.5, SD=0.34); t = 4.11, p =.01, indicating a positive progression in students’ transformative reflective thinking and learning. Conclusion: Through attention to student reflective thinking and learning, the development of communities of inquiry are encouraged that are so important to the continued development of nursing knowledge and practice. Thus, structures, processes and teaching strategies that support transformational reflective thinking are important educational design components that deserve continued research.
机译：背景：这项初步研究的目的是描述和解释教师如何在新创建的护理实践医生（DNP）计划中将反思性思维的进展作为关键学生转化学习成果的操作，实施和评估方式。方法：在该初步研究中，研究参与者（N = 7）为全日制DNP学生，其中六名具有护士从业背景。反思性思维和变革性学习的关键概念通过使用结构化的学习电子书集和学生在课程中期和课程结束时完成的反思性写作作业进行了操作。教师使用反思性思维规则向学生提供反馈。为了衡量学生反思性思维的进步，我们进行了配对样本t检验，以从课程中期到课程结束时对教师对学生反思性写作作业的评分进行比较。结果：结果表明，从中期（M = 1.9，SD = 0.47）到程序结束（M = 2.5，SD = 0.34），反思性思维专栏得分存在显着差异。 t = 4.11，p = .01，表明学生的反思性思考和学习取得了积极进展。结论：通过关注学生的反思性思维和学习，鼓励了探究社区的发展，这对于持续发展护理知识和实践至关重要。因此，支持变革性反思思维的结构，过程和教学策略是重要的教育设计组件，值得继续研究。

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