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Transforming student perspectives through reflective writing.

Judith P Ruland1, Nancy R Ahern

  • 1School of Nursing, University of Central Florida, PB Box 162210, Orlando, FL 32816-2210, USA. jruland@mail.ucf.edu

Nurse Educator
|May 15, 2007
PubMed
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Reflective writing activities help registered nurses transform their perspective in Bachelor of Science in Nursing programs. This approach encourages new ways of thinking about nursing practice and education for students.

Area of Science:

  • Nursing Education
  • Professional Development

Background:

  • Registered nurse-to-bachelor of science in nursing (RN to BSN) programs aim to foster perspective transformation.
  • Reflective writing is a key pedagogical strategy in higher education.

Purpose of the Study:

  • To describe a package of reflective writing activities designed for perspective transformation in RN to BSN students.
  • To encourage RN to BSN students to explore new ways of thinking about their practice and education.

Main Methods:

  • A package of 4 commonly used reflective writing activities was implemented.
  • Activities were utilized before, during, and after class sessions.
  • The target audience was students in their first RN to BSN course.

Main Results:

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  • The reflective writing package facilitated engagement with new perspectives.
  • Students were prompted to critically analyze their nursing practice.
  • The activities supported a shift in educational outlook.

Conclusions:

  • Reflective writing is an effective tool for perspective transformation in RN to BSN education.
  • This learning package can enhance the educational experience for RN to BSN students.
  • Encouraging new ways of thinking is crucial for advancing nursing practice.