blogging, debriefing, reflection, technology, leadership
In this study, the use of a blog in a senior leadership clinical nursing course was analyzed qualitatively through two means; focus group interviews of those using the blog, and analysis of blog content. Initial feelings expressed by students were annoyance and intimidation concerning the blogging assignment. These feelings quickly dissipated, with students verbalizing many positive aspects related to the blog, including having a place to reflect, feeling connected as a group, valuing feedback provided by their peers, and learning from theirs and others' experiences. The mechanics of having to synthesize their thoughts in written form, in a shared venue was also identified by students to be helpful for their learning. Blog posts were primarily related to student experiences, with students identifying a “lesson learned” in most posts. Student comments were geared to providing support of fellow students, through words of encouragement or through sharing similar experiences. Instructors felt the blog, in addition to helping students to synthesize their thoughts, helped to monitor how students were learning and progressing throughout the semester, and helped them to transition from nursing student to practicing professional. The researchers concluded that blogging in a senior leadership clinical nursing course promotes reflection is an effective way to enhance student learning.
Original Publication Citation
Reed, S. J. & Edmunds, D. (2015). Use of a blog in an undergraduate nursing leadership course. Nurse Education in Practice, 15(6) 537–542.
BYU ScholarsArchive Citation
Reed, Shelly Jensen and Edmunds, Debra, "Use of a blog in an undergraduate nursing leadership course" (2015). Faculty Publications. 5322.
Nurse Education in Practice
© 2015 Elsevier Ltd. All rights reserved.
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