Abstract
This study investigated how students (N=64) assessed the process and meaning of their learning of course competencies, using critical reflective inquiry. At the conclusion of an introduction to nursing course, beginning students were asked to reflect upon what and how they had learned, to consider what course competencies they had met, and to identify the learning experiences that facilitated them. Written responses were categorized and coded by course competencies using the selective coding method, and then ranked for degree of self-assessment (SACD). A significant relationship was found between final grade in the course and SACD (r=.676, p <.000.), as well as GPA at beginning of junior year (r=.420, p< .037). This study of student reflexive practice contributes to an understanding of the process of competency development in nursing students as they progress from novices to competent generalists
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