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Nursing student perceptions of reflective journaling: a conjoint value analysis.

ABSTRACT: This study used a statistical technique, conjoint value analysis, to determine student perceptions related to the importance of predetermined reflective journaling attributes. An expert Delphi panel determined these attributes and integrated them into a survey which presented students with multiple journaling experiences from which they had to choose. After obtaining IRB approval, a convenience sample of 66 baccalaureate nursing students completed the survey. The relative importance of the attributes varied from a low of 16.75% (format) to a high of 23.58% (time). The model explained 77% of the variability of student journaling preferences (r(2) = 0.77). Students preferred shorter time, complete confidentiality, one-time complete feedback, semistructured format, and behavior recognition. Students with more experience had a much greater preference for a free-form format (P < .05) when compared to students with less journaling experience. Additionally, the results of English as a second language students were significantly different from the rest of the sample. In order to better serve them, educators must consider the relative importance of these attributes when developing journaling experiences for their students.

SUBMITTER: Hendrix TJ

PROVIDER: S-EPMC3440922 | biostudies-literature | 2012

REPOSITORIES: biostudies-literature

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Nursing student perceptions of reflective journaling: a conjoint value analysis.

Hendrix Thomas J TJ O'Malley Maureen M Sullivan Catherine C Carmon Bernice B

ISRN nursing 20120905

This study used a statistical technique, conjoint value analysis, to determine student perceptions related to the importance of predetermined reflective journaling attributes. An expert Delphi panel determined these attributes and integrated them into a survey which presented students with multiple journaling experiences from which they had to choose. After obtaining IRB approval, a convenience sample of 66 baccalaureate nursing students completed the survey. The relative importance of the attri ...[more]

PMID: 22988524

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Project description:BackgroundEffective pedagogy that encourages high standards of excellence and commitment to lifelong learning is essential in health professions education to prepare students for real-life challenges such as health disparities and global health issues. Creative learning and innovative teaching strategies empower students with high-quality, practical, real-world knowledge and meaningful skills to reach their potential as future health care providers.ObjectiveThe aim of this study was to explore health profession students' perceptions of whether their learning experiences were associated with good or bad pedagogy during asynchronous discussion forums. The further objective of the study was to identify how perceptions of the best and worst pedagogical practices reflected the students' values, beliefs, and understanding about factors that made a pedagogy good during their learning history.MethodsA netnographic qualitative design was employed in this study. The data were collected on February 3, 2020 by exporting archived data from multiple sessions of a graduate-level nursing course offered between the fall 2016 and spring 2020 semesters at a large private university in the southeast region of the United States. Each student was a data unit. As an immersive data operation, field notes were taken by all research members. Data management and analysis were performed with NVivo 12.ResultsA total of 634 posts were generated by 153 students identified in the dataset. Most of these students were female (88.9%). From the 97 categories identified, four themes emerged: (T) teacher presence built through relationship and communication, (E) environment conducive to affective and cognitive learning, (A) assessment and feedback processes that yield a growth mindset, and (M) mobilization of pedagogy through learner- and community-centeredness.ConclusionsThe themes that emerged from our analysis confirm findings from previous studies and provide new insights. Our study highlights the value of technology as a tool for effective pedagogy. A resourceful teacher can use various communication techniques to develop meaningful connections between the learner and teacher. Styles of communication will vary according to the unique expectations and needs of learners with different learning preferences; however, the aim is to fully engage each learner, establish a rapport between and among students, and nurture an environment characterized by freedom of expression in which ideas flow freely. We suggest that future research continue to explore the influence of differing course formats and pedagogical modalities on student learning experiences.

Project description:Disease prioritization exercises have been used by several organizations to inform surveillance and control measures. Though most methodologies for disease prioritization are based on expert opinion, it is becoming more common to include different stakeholders in the prioritization exercise. This study was performed to compare the weighting of disease criteria, and the consequent prioritization of zoonoses, by both health professionals and students in Switzerland using a Conjoint Analysis questionnaire. The health professionals comprised public health and food safety experts, cantonal physicians and cantonal veterinarians, while the student group comprised first-year veterinary and agronomy students. Eight criteria were selected for this prioritization based on expert elicitation and literature review. These criteria, described on a 3-tiered scale, were evaluated through a choice-based Conjoint Analysis questionnaire with 25 choice tasks. Questionnaire results were analyzed to obtain importance scores (for each criterion) and mean utility values (for each criterion level), and the latter were then used to rank 16 zoonoses. While the most important criterion for both groups was "Severity of the disease in humans", the second ranked criteria by the health professionals and students were "Economy" and "Treatment in humans", respectively. Regarding the criterion "Control and Prevention", health professionals tended to prioritize a disease when the control and preventive measures were described to be 95% effective, while students prioritized a disease if there were almost no control and preventive measures available. Bovine Spongiform Encephalopathy was the top-ranked disease by both groups. Health professionals and students agreed on the weighting of certain criteria such as "Severity" and "Treatment of disease in humans", but disagreed on others such as "Economy" or "Control and Prevention". Nonetheless, the overall disease ranking lists were similar, and these may be taken into consideration when making future decisions regarding resource allocation for disease control and prevention in Switzerland.

Project description:ObjectivesThe mistreatment of medical students remains pervasive in medical education. Understanding the extent to which clinicians and students recognise mistreatment can assist in creating targeted interventions that reduce mistreatment. The objective of this study was to use clinical vignettes to assess perceptions of medical student mistreatment among medical students and clinical faculty at an Australian university.Design, setting and participantsThis cross-sectional study used a survey of medical students and clinical faculty in a Doctor of Medicine (MD) programme at Macquarie University in Sydney, Australia. Data were collected via an online survey between 13 July and 27 July 2020.Outcome measuresFourteen clinical vignettes were developed based on commonly reported themes of mistreatment. An additional control vignette was also included, and these 15 vignettes were distributed via email to all 169 MD students and 42 teaching faculty at this teaching site. Participants were asked to rate whether the vignettes portrayed mistreatment on a 5-point Likert scale (strongly disagree to strongly agree).ResultsRespondents included 83 MD students and 34 clinical faculty. On average, students perceived mistreatment in 9 of 14 vignettes and faculty in 8 of 14 vignettes. Faculty and student perceptions aligned in themes of sexual abuse, physical abuse and in the control vignette depicting a constructive teaching style. Perceptions differed significantly between faculty and students (p<0.05) for five vignettes across the themes of gender discrimination, requests of students to perform non-educational tasks, humiliation, specialty choice discrimination and requests to perform a task beyond the student's capacity.ConclusionAgreement on what constitutes appropriate behaviour is crucial to ensuring that a culture of mistreatment can be replaced with one of kindness, equity and respect. This study demonstrated the successful use of vignettes to compare perceptions of mistreatment, with faculty and student perceptions differing across a variety of themes.

Dataset Information

Nursing student perceptions of reflective journaling: a conjoint value analysis.

Publications

Nursing student perceptions of reflective journaling: a conjoint value analysis.

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