To Blog or Not to Blog...

Lol... my last post was from earlier in the week, but it was only in draft form.  Still learning, I guess.

For tonight, I was thinking about how to get the students started on Blogger for the developmental day center clinical we start tomorrow.  Not sure how to go about it.  I guess they could set up a blogger account and then set it to private and only these readers, just like we did.  I wish there was a template I could set up for them.  Maybe a wiki would be better.  I could put in the questions and they could type in their individual answers all in one place.  That way everyone could see what the others wrote.  Hmmm...  It might feel too public that way.  The blog gives a little more feeling of privacy.  I guess I'll have to play around with it and see what they think.  I could give them the questions on paper, get their emails, and then give them the wiki site or if I decide on blogs, the directions to start their own.  I wonder if you can set up blogger groups online.  It looks like you can.  I could be the administrator and they all could contribute.  But maybe it would be better to create a circle with all the students in it and have individual blogs.  Just don't know and it's getting late.  Tomorrow is another day, Scarlet.  Good night!

View from the Train: Transfer of Learning, Metacognition, & Deep Learning

       With the second snow/ice storm in two weeks in full swing, I finally have time to sit down and write another post.  The doctorate program has been flying along at full speed.  Since my last post I have successfully written a qualitative research critique, started a concept analysis, and read several very interesting articles.  I need to write in this blog more often so I don't miss the "aha" moments when they come.  It's surprising how fast time goes by and so easy to forget those moments in the blur of movement.  It's like being on a high speed train, rocketing towards my destination and trying to figure out where I am in the landscape. The scenery flashes by so fast, I only catch moments of clarity - a concept here or a methodology there - before I'm on to the next assignment, rounding the next bend.

I know I'm getting closer to my destination - graduation.  But more frequent reflection might help me appreciate the journey more. I see the value of the assignment and I enjoy being able to be a little more creative at the same time.

So on to the glimpses from my window seat:

In the Transfer of Learning articles I was intrigued by the idea of virtual simulations (Tschannen, Aebersold, McLaughlin, Bowen, & Fairchild, 2012).  Student participated in groups of 12-15, half were active and half observed and critiqued. Later the groups would switch, so each group got a chance to do both. A facilitator met the students in a virtual conference room to give an overview and guidance. The simulations ran for about 15-20 minutes then all students met virtually for debriefing for another 15 minutes.  This presents a lot of possibilities, including intraprofessional learning and being able to get more students through simulation.  However, I'm not entirely convinced that a simulation of a simulation would be what I would want to use very frequently. It would be like a video game, though, which may capture the Net generation's attention.

Guided reflection was also interesting and something we use in our program as well as at UWG.  It is an important component of service learning and leads to transformative understanding (DeSwardt, Du Toit, & Botha, 2012), which I believe is the basis of this blogging assignment. In fact, blogging regarding clinical experiences can lead to deeper reflection and personal connection which results in deeper learning (Maag, 2005). We use reflection questions in clinical, but they do not seem effective.  I wonder if having the students blog their answers would be more effective and enlightening.  They could even do video blogs - less paperwork and more fun!  What if the students could share their blogs with each other and comment on them?  That would incorporate peer review and build a supportive community.  What if second year students could be assigned a clinical group to mentor virtually through blogging?  I'm really liking this idea and the ability to reflect on possibilities! Go blogging!
Wikis were similar to blogs and involved community and collaborative learning (Billings, 2009).

Finally, one article used students as researchers in an actual research study, helping them to see the value of research to nursing and giving them ownership in the evidence based research process (Westergren & Edfors, 2013).  Exciting stuff!

It's good to slow down once in a while and take a long look at what's outside the window.  Here's what I see today:

References:

Billings, D. M. (2009). Wikis and Blogs: Consider the Possibilities for Continuing Nursing Education. The Journal of Continuing Education in Nursing, 40(12), 534–5.

De Swardt, H. C., Du Toit, H. S., & Botha, A. (2012). Guided reflection as a tool to deal with the theory- practice gap in critical care nursing students. Health SA Gesondheid, 17(1), 1–9. doi:10.4102/hsag.v17i1.591

Maag, M. E. (2005). The Potential Use of “Blogs” in Nursing Education. [Miscellaneous Article]. CIN: Computers, Informatics, Nursing January/February 2005, 23(1), 16–24.

Tschannen, D., Aebersold, M., Mclaughlin, E., Bowen, J., & Fairchild, J. (2012). Use of virtual simulations for improving knowledge transfer among baccalaureate nursing students. Journal of Nursing Education and Practice, 2(3). Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/docview/1027547710/abstract?accountid=458