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Charting Cognitive Growth of Nursing Students Using Linguistic Software
Conni J DeBlieck1, Linda C Summers, Lori S Saiki
1Author Affiliations: Assistant Professor (Drs DeBlieck, Saiki, Kuchler, Noe, and Lynch), Associate Professor (Drs Summers and Reinhardt), and Professor (Dr Keller), School of Nursing, College of Health and Social Science, New Mexico State University, Las Cruces.
Nurse Educator
|March 19, 2019
Summary
Student journaling reveals emotional and cognitive growth. Analysis showed increased use of "we," positive emotions, and insight words, indicating enhanced learning and belonging in clinical courses.
Area of Science:
- Medical Education
- Psychology
- Linguistics
Background:
- Student reflective journals offer insights into emotional development, belonging, and cognitive processing.
- Linguistic analysis software can identify patterns in word choice, including emotions and cognitive keywords.
Purpose of the Study:
- To analyze changes in student language use in reflective journals during a psychiatric clinical course.
- To assess the utility of linguistic analysis software in understanding student learning and development.
Main Methods:
- A retrospective study design was employed.
- Journal entries from the first and twelfth weeks of a psychiatric clinical course were compared.
- Z-score analysis was used to evaluate changes in word usage.
Main Results:
- A significant increase in the use of "we" (P = .001) and inclusion words (P < .001) was observed.
- Positive emotions (P < .001) and insight words (P = .004) also significantly increased.
- No significant difference was found in the use of cause or self-discrepancy words.
Conclusions:
- Word choice in student journals reflects learning and cognitive shifts.
- Linguistic Inquiry and Word Count (LIWC) software can be a valuable tool for assessing student progress.
- Findings may inform the design of future student assignments and assessments.
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