Student Reflections Research Articles

Intercultural competence development: A qualitative case study

AimThe aim of this study was to explore Bachelor of Science in Nursing (BSN) students' perceptions of the effectiveness of a unique teaching-learning strategy using their results from the Intercultural Development Inventory (IDI), an instrument for the assessment of intercultural competence, with their customized Intercultural Development Plan (IDP) in enhancing their cultural competence development in a nursing senior practicum. The study also examined student insights about how having a plan to develop their intercultural competence will have an impact on their future nursing practice. BackgroundIntercultural competence is vital for providing quality healthcare, yet there is a gap in understanding how educational interventions are designed and implemented to enhance cultural competence among nursing students. This paper describes a strategy for developing intercultural competence. The IDI was administered to Bachelor of Science in Nursing (BSN) students in the fourth semester of a five-semester BSN program. Based on their IDI results, each student received a customized IDP that suggested specific activities and encouraged guided self-reflection to enhance intercultural competence development. In the fifth-semester senior practicum course, the students developed personal intercultural competence development goals based on their IDP. They also kept weekly journals on their intercultural competence development during their practicum. DesignThis study used a Qualitative Case Study design. MethodsThis study was conducted from January to July 2021 with 47 senior practicum students in a large BSN program in the Southeastern United States. Data consisted of student written responses to prompts on how the IDI/IDP influenced their intercultural development and its potential effect on their future practice. The data were analyzed through inductive content analysis. ResultsThree key themes emerged: self-awareness, recognition of cultural influences and growth goals. Student reflections suggested that they desired to develop intercultural competence so they could provide the best possible nursing care for their patients. Still, most students did not have a plan for how to grow in this area. Many students reported that their IDI/IDP heightened cultural awareness throughout their practicum, guiding their development of intercultural competence and leading to a deeper and broader understanding of culture. Students suggested that this enhanced cultural understanding, along with their IDP, will facilitate their continued development of intercultural competence in their future professional practice. ConclusionThis study contributes to existing knowledge about intercultural competence development and effective teaching methods by providing empirical evidence of the positive impact of the IDI/IDP on nursing students' perceived intercultural development. These findings can inform the development and implementation of pedagogical strategies to enhance intercultural competence, which will ultimately improve patient care outcomes in all healthcare settings.

The Post-Pandemic Reflection on Students’ Speaking Anxiety: A Case in Higher Education

This research aims to find out students' perspectives and reflection regarding speaking skills in higher education. This research was conducted by involving 33 students from the batch of 2020 and 2021 in one of private universities in Batam. A case study design was employed by applying questionnaires and semi-structured interviews to collect the data. This research found that there were three categories which were the factors contributing to students' speaking anxiety in post-pandemic era. Those factors were communication apprehension, fear of negative evaluation, and test anxiety. In addition, to overcome their speaking anxiety, they used the methods of self-communication, self-healing, restarting the speech, and switching the language, while also learning and practicing in their effort to overcome their speaking anxiety. It is crucial to note that environment is also one of factors that affects students’ motivation in speaking skills. Hence, the lecturers hopefully can choose appropriate strategies to enhance students’ speaking skills, manage classroom environment well, and give positive reinforcement to students.

A Brief but Spectacular Take: Reflecting on Professionalism by Student Physical Therapists.

Professionalism is an abstract concept that requires reflection for students to generate personal meaning and application. It should be taught explicitly within the academic part of a professional physical therapist education program. The purpose of this case report was to present one unique strategy to increase reflection about professionalism. Forty-four students enrolled in the first semester of a professional physical therapist education program participated in the case report. All were enrolled in a 1-credit hour course, Professional Issues, in which they developed a 2- to 3-minute video presenting their brief but spectacular take on various professional issues. Students responded in an online discussion tool to 2 of their colleagues' videos, developing a rich conversation. An optional 11-item survey about student satisfaction with the assignment was distributed electronically. A 4-point Likert scale was used for 10 items with the 11 being open ended. An analysis of the video presentations identified 4 themes: diversity, equity, and inclusion; self-care; core values; and patient management. Discussions were positive, professional, and encouraging. The optional survey had a 45% response rate. The medians for individual items ranged from 3 (6 items) to 4 (3 items). Reflection is essential to provide meaning in the learning process. Creating a video reflection that allowed students to describe their passion for the profession and then to discuss it in an online format was a unique teaching/learning activity. The concept of professionalism was successfully explored using the assignment that was well-received, and most students found it beneficial to their personal growth.

The development of teacher interns' competencies of science instructional design and implementation using STEM activity based on DIY, Tinker and maker frameworks

The objective of this research was to examine the impact of STEM activity based on Diy, Tinker and Maker frameworks on developing teacher interns' competency in science instructional design and implementations. These activities involve the integration of science, technology, engineering, and mathematics principles, fostering self-regulated learning, creativity, and innovation among students. The research encompassed the design of five STEM activity modules, including a UVC Box Experiment, Digital pH Meter, Air Sensor, Startup & Rare Earth Board Game, and Motion Sensor activity, which were shared with teacher interns via Google Classroom using tutorial videos, slides, and additional materials to enhance their skills. An examination of 26 lesson plans from 13 teacher interns was carried out through content analysis, within a learning model guided by High Impact Practices (HIPs) spanning six domains: well-structured lessons, project-based learning, reflection, learning progression framework, student-centered approach, and Technological Pedagogical Content Knowledge (TPACK). The results showed that the application of the DIY, Tinker, and Maker framework through STEM activities effectively improves teacher interns' competencies in science instructional design and implementation. Particularly noteworthy was the gradual enhancement observed from the initial to the subsequent implementation across all HIPs domains, especially in showcasing TPACK. Nonetheless, the research also identified variations in competency levels, prompting contemplation among students. The importance of developing activities that stimulate student reflection emerged as a key point to consider. This indicates that STEM activities based on the concepts of DIY, Tinker, and Maker should emphasize such reflective practices. The insights obtained from this study could advance the enhancement of teacher interns' skills and encourage further exploration of the topics discussed.

Co-teaching in higher education: implications for teaching, learning, engagement, and satisfaction.

This study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning. Fifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data. The findings indicate that the short intensive seminar course resulted in three parallel processes: emotional, students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social, students learning to listen, request assistance, support, encourage, and collaborate; and cognitive, students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction. Drawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success.

Activity for CUREs to increase student understanding and application of responsible authorship and publication practices.

Professional development of scientists is enhanced by training students in responsible conduct of research earlier in their careers. One aspect of responsible conduct of research is authorship ethics, which concerns granting of credit to those who make intellectual contributions to the research. The activity discussed in this article emphasizes how authorship ethics can be integrated with Course-based Undergraduate Research Experience (CURE) and includes an adaption that could also be used for independent research students. The activity allows students to reflect upon inequalities and problems seen in scientific authorship, including gender bias, failure to credit effort (ghostwriters), and inclusion of authors that did not meaningfully contribute to the work (honorary/gift authorship). Themes seen in student reflections on how they could demonstrate ethics in authorship included: determining authorship by contribution, appropriate attributions on curriculum vitas (CV) and posters, different credit levels, understanding authorship criteria, and tracking contributions. Themes seen in student reflections on the importance of authorship were proper authorship credit distribution, authorship impacting career opportunities, and accountability in research. In the activity, students also created attributions for a poster to be presented from their research. We found that most students were able to create attributions that were correctly formatted, included the same authors, and positioned authors in the same order as other group members, matching what was presented on the finalized poster. We found that students' reflection on authorship and this professionalization of their activities in their CURE led to modest increases in their view of themselves as scientists.

FRESHMΕN PRE-SERVICE EARLY YEARS TEACHER-STUDENTS’ REFLECTIONS ON THE IMPLEMENTATION OF MUSICAL ACTIVITIES TO 4-YEAR-OLD CHILDREN

This study explores the reflections of first-year university students (N=18) at a Department of Early Years Learning and Care in Greece on the implementation of music activities to 4-year-old children (N=16) of a nursery school in the Prefecture of Ioannina who visited the university classroom in the context of the course “Music Pedagogy”. The freshmen pre-service early years teacher-students prepared the musical activities with the trainer-researcher aiming to familiarization of the children with the concept of the musical ensemble/orchestra as well as with the means of musical expression (voice, rhythmic and melodic percussion instruments, body percussion). The pre-service early years teacher-students implemented the activities, taking on specific roles. To facilitate their reflections, they were given questions so as to record their thoughts and feelings during their engagement. The qualitative analysis of the teacher-students’ answers highlighted their positive view of being engaged with authentic teaching. In addition, they showed satisfaction with their teaching ability, felt that they confirmed their choice of future profession, revised some of their erroneous views regarding the perceptual abilities of young children, and identified the advantages of early years music education both from their current experience in the educational intervention and from the courses in the first year of their undergraduate studies concerning music education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0772/a.php" alt="Hit counter" /></p>

Chicken Over Rice: A Medical Student's Reflection on a Rotation in Palliative Care.

Chicken Over Rice: A Medical Student's Reflection on a Rotation in Palliative Care.

교원양성기관 체육 전공과목 초임 강사의 교수 경험과 지원방안 탐색

Objectives The purpose of this study was to explore my experience teaching physical education major subjects as a first-time instructor at a teacher training institution and how universities support new instructors. Methods We collected data such as personal diaries, reflection journals, mobile phone recordings and memo records, syllabus, student activity photos, student lecture evaluations, and student LMS reflections for about 10 months from January to October 2023, and analyzed them inductively. Category analysis was performed. Results My experience as a first-time instructor was categorized as “Road to Part-time Lecturer,” “standing in the pulpit,” and “giving and receiving evaluations.” The ‘Road to Part-time Lecturer’ was categorized as ‘Preparation for permission for concurrent employment’, ‘Approval of concurrent positions completed by coordination’, and ‘Preparation for educational activities’. ‘Standing in the pulpit’ was categorized as ‘striving to improve the lesson’, ‘responding to unforeseen variables’, and ‘struggling to interact with students’. ‘Giving and receiving evaluations’ was categorized into ‘I who evaluate’ and ‘I who am evaluated’. Universities should establish a systematic system to develop the teaching capabilities of beginning lecturers starting from the doctoral program and create an atmosphere of voluntary and proactive efforts to improve the teaching and increase expertise of beginning lecturers. Conclusions Universities should establish a systematic system to develop instructors' teaching capabilities starting from the doctoral program and provide support so that new instructors can collaborate with fellow new instructors or receive systematic help from experts to enhance their individual expertise.

Examining the impact of multimodal task design on English oral communicative competence in fourth-grade content-language integrated social studies: A quasi-experimental study

Content and Language Integrated Learning (CLIL) is increasingly adopted globally, including in Taiwan’s educational initiatives, yet challenges remain in implementing effective CLIL practices, such as pedagogy and curriculum design. This study investigated the effectiveness of multimodal task designs, combining hands-on learning with poster presentations, in enhancing oral communicative competence within CLIL contexts. Employing a mixed-methods, quasi-experimental design with a comparative case study framework, the study assessed English oral communicative competence in four intact fourth-grade Taiwanese CLIL Social Studies classes. The hands-on learning group (EG, n = 40) engaged in activities like Chinese Dumpling Making, Bird’s Nest Building, and Succulent Pot Designing, while the non-hands-on learning group (CG, n = 34) used traditional worksheets on the same topics. Both groups proceeded to poster presentations within their multimodal task design, where students’ oral communicative competence was assessed using rubrics developed based on Coyle’s 4Cs dimensions, focusing on Content, Communication, and Cognition. Additionally, students’ cultural knowledge related to the hands-on topics was evaluated through written tests. To complement the quantitative data, qualitative data from self-reported reflections and video recordings documenting interventions were collected for the assessment of oral communicative competence within a CLIL framework. Results demonstrate that integrating hands-on activities significantly enhanced procedural content, communication (i.e., sentence complexity, pronunciation accuracy for target vocabulary, presentation fluency), and cognitive abilities, confirming the efficacy of multimodal learning approaches in fostering linguistic and cognitive engagement. Post-test comparisons show the EG’s superiority in cultural knowledge acquisition across all three hands-on topics. Student reflections endorsed the enrichment of learning experiences through multimodal task design. Video analysis of both groups’ interventions revealed that despite significant engagement and autonomy, EG students commonly utilized general English rather than target vocabulary, a pattern similar to that observed in the CG. These findings highlight the potential of diverse modalities in CLIL to enhance English content learning and oral skills, shaping future pedagogy and language strategies in Taiwan. The study also emphasizes the role of embodied learning, the interplay between physical actions and cognitive processes, to facilitate deeper understanding and engagement with subject matter within CLIL settings.

Life is always learning: A qualitative analysis of undergraduate student and older adult reflections on an oral history project

ABSTRACT Interaction between generations is diminishing and fostering intergenerational contact can benefit both parties involved. The aim of this qualitative study was to develop a deeper understanding of the meaning of participating in an intergenerational oral history project using a phenomenological approach. Undergraduate students (n = 21) interviewed a family member or friend in three, 45–60-minute sessions. After the last interview, each older adult/student pair met to share what the project meant to them. Audio recordings of these final reflections were analyzed using a thematic analysis process. Five themes emerged: reflection, learning, meaningful connections, evoked emotions, and advice. The five themes were common to both students and older adults, whereas subthemes differed between groups within four of the themes (reflection, learning, evoked emotions, and advice). Consistent with previous research, findings support that participating in an oral history project is beneficial for both groups. This study adds to the literature by revealing that students, in addition to older adults, also reflected on their lives. Both groups learnedas a result of this project and the project evoked emotions. Theoretical implications of this study include that engaging in reminiscence supports psychological development in late-life, according to Erikson’s model. Further, congruent with Mezirow’s theory of transformative learning, the experience challenged participants to consider how telling and/or hearing a life story fits or does not fit with prior thoughts.

Using Kane’s Validity Framework to Compare an Integrated and Single-Skill Objective Structured Clinical Examination

ObjectiveThe aim of this study was to compare the validity of an integrated objective structured clinical examination (OSCE) station assessing both oral and written components with that of an OSCE station assessing 1 single skill (oral only), both targeted at assessing taking a best possible medication history. MethodsA convergent mixed-methods design that used the 4 inferences of Kane’s validity framework (scoring, generalization, extrapolation, and implications) as a scaffold to integrate qualitative data (post-OSCE reflections) and quantitative data (assessment grades and categories of medication errors) was applied. ResultsIn 2022, 216 students completed the OSCE station with the oral component alone, while in 2023, 254 students completed the integrated (oral and written) OSCE station. Students in 2023 performed significantly better, with a median score of 88% vs 80% in 2022. There was a greater proportion of commission errors in the integrated assessment (20.4% vs 15.3%), but fewer omission errors (29.9% vs 31.8%) and patient profile errors (5.1% vs 69.4%). Student reflections revealed that conversations were rushed in the integrated assessment, with a greater focus on written formatting, but an appreciation for the authenticity and structured format of the integrated OSCE compared with the single-skill OSCE alone. ConclusionStudents completing the integrated OSCE (with oral and written components) had fewer patient profile and medication omission errors than students who completed the oral-only OSCE. Considering Kane’s validity framework, there was a stronger argument for the more authentic integrated OSCE in terms of the inferences of extrapolation and implications.

Impact of a place-based educational approach on student and community members’ experiences and learning within a post-secondary GIS course

Students develop personal connections to local places and build critical thinking skills as they engage in meaningful problem-solving rooted in place. At the same time, when students work within local communities, they can contribute to increased community technical capacity and well-being. In this case study, we sought to explore student and community perceptions of a place-based activity integrated within a college-level GIS course in Maine, USA. We partnered with a local conservation organization to develop place-based activities to address our partner’s geospatial needs. We drew on multiple data generation methods including pre-/post-test student responses within a quasi-experimental design, student reflections, and a group interview with community partners to illuminate the diverse benefits and challenges of place-based education (PBE). Our findings indicate that while quantitative results did not detect differences between the place-based, technologically-mediated place-based, and campus-based approaches, qualitative results – such as student reflections and community partner perceptions – depicted complex reciprocal gains resulting from education rooted in local community. Community partners benefit from PBE by increasing their GIS capacity and engaging on a personal level with students. We conclude with implications for GIS instructors seeking to incorporate place-based approaches within their college-level courses, such as the need to engage community partners thoughtfully and transparently, think critically about measurement and assessment of learning outcomes, and remain flexible to student needs.

Beyond language: fostering an intercultural mindset in foreign language classrooms in Japan

ABSTRACT In Japan, calls for students to become global human resources (GHR) has placed pressure on universities to internationalise. Traditionally, Japanese universities have relied on student mobility to foster GHR, but a decline in mobility numbers has highlighted the need for educators and administrators to consider how an intercultural mindset can be developed in domestic campuses. While English as a foreign language (EFL) education holds great potential due to its widespread, mandatory status across Japanese universities, it remains underexplored, particularly under the curriculum restraints often faced by EFL faculty. This article will present results from a one-year longitudinal study conducted with 205 EFL Japanese university students in the 2021 academic year, during which intercultural activities were incorporated into the curriculum. The article will discuss the factors influencing students’ openness, curiosity, and respect, as well as cultural self-awareness and global awareness based on pre-, mid-, and post-intervention surveys, in addition to student reflections collected from 41 participants. Findings suggest that EFL classrooms have the potential to develop an intercultural mindset despite curriculum constraints, particularly through guided discussions in the classroom and student-led research projects with an intercultural focus.

Improving Students Wellbeing, Resilience and Employability Skills in Capstone Projects - Highlights of Good Practice

In recent years, there has been a significant shift towards providing comprehensive support to university students for their professional development, transferable skills, and employability. Capstone projects play a pivotal role in bridging the gap between academic learning and practical application, equipping students to navigate the challenges of their future careers (Fung, 2017) . These projects often serve as a reflection of students' growth and development, with successful completion signifying the acquisition of essential skills and knowledge in their chosen field of study. This engineering education practice paper explores the latest developments in engineering capstone project coordination, tutoring, and assessment, with a specific focus on enhancing student wellbeing. These practices aim to equip students with greater resilience, improved employability, and stronger teamwork skills, essential in the dynamic and diverse field of engineering. The intervention showcased here represents a significant enhancement for the 2022-2023 academic year in reinforcing the structure of capstone projects within the Department of Electronic and Electrical Engineering at The University of Sheffield. Initial findings indicate improvements in student wellbeing and interpersonal skills due to well-structured tutoring support and clear module deliverables guidelines.

Considering critical moments, co-authoring and active engagement in learning

ABSTRACT Background Within classroom research, there has long been agreement on the importance of dialogue and discussion for student learning. However, how the concept of knowledge influences classroom conversation needs further investigation, as this has key implications for students’ active participation. Purpose Our research sought to conceptualise the assumption of knowledge in standards-based curricula and explore some implications of teaching based on this kind of curriculum. To do this, we drew on a larger research project undertaken in Sweden, which involved a comparative classroom study. Methods Four natural science lessons were examined in terms of student’s opportunities to engage in the teaching content. The analytical framework was based on curriculum theory, the concepts of a lesson as a curriculum event, and students as co-authors of teaching content. We analysed two concepts of knowledge – social realism and transactional realism – in relation to an openness towards ‘critical moments’ during lessons, either noticed or unnoticed, and related them to the logics of curriculum and knowledge. Findings When framed by classroom teaching designed from knowledge criteria, students’ opportunities for acting as co-authors can become restricted, with critical moments overlooked because of a teaching focus necessarily limited by curriculum. Thus, opportunities for creating spaces to pay attention to students’ questions and reactions can be constrained. Conclusions Standards-based curricula, a concept of knowledge with a strong focus on subject-specific facts and ways of reasoning, together with high-stakes assessment, may lead to fewer openings for genuine discussion and student reflection. This highlights the need to leave larger spaces for teachers and students alike to influence content that engages students.

Understanding How Students Navigate An Upper-Year Science Laboratory Course In A Post-Pandemic Era

The scope of this preliminary study revolves around investigating the effectiveness of experiential learning in upper-year science laboratory courses in a post-pandemic era. In this study we have explored two key questions: 1. Can experiential learning facilitate independent inquiry in an upper-year undergraduate laboratory in a post-pandemic era? 2. Do incoming students feel prepared to carry out an in-person, hands-on, upper-year undergraduate laboratory experiments in a post-pandemic era? By exploring these questions through student reflections and perceptions in an advanced analytical chemistry inquiry-based laboratory course, we hope to acknowledge the impact the pandemic has had on first- and second-year foundational labs, and on the preparation of students for upper-year undergraduate labs. The shift towards virtual learning during the COVID-19 pandemic may have heavily impacted the development of core wet laboratory skills and thus made it challenging for students to build their confidence and skillset and attain success when challenged at a higher level.

Stroke – The Patient Journey: using healthcare simulation scenarios in series to facilitate interprofessional student learning in the longitudinal care of a stroke patient

Introduction Multidisciplinary teamwork addresses the demands of the modern healthcare system. It enables collaboration between medical, nursing and allied health practitioners to deliver high-quality, patient-centred care. In a rural Australian setting, an interprofessional training programme, developed over the past decade, used healthcare simulation to deliver immersive student learning experiences. A three-part, half-day simulation programme allowed students to experience and learn from phases of care through, ‘Stroke – the patient journey’, including emergency management, allied health assessments and discharge planning. Methods Twenty students from six different disciplines participated in the programme. Three assessments were used. Knowledge of participants’ health disciplines was assessed pre- and post-training. A focus group was used to elicit student reflections on their learning experience. The individual Teamwork and Observational Feedback Tool was used by peers and tutors alike to assess in-exercise observable behaviours. Results No increase in discipline-specific knowledge was demonstrated following the training. The focus group identified five key themes: (1) Understanding patient priorities; (2)Enhancing patient autonomy; (3) Observation of discipline-specific contributions to care; (4) Understanding the role of multidisciplinary team discussions and (5) Value of leadership in team-based care. The average scores were 70% for ‘Shared decision-making’ and 75% for ‘Working in a team’. ‘Leadership’ was demonstrated by 70% of students and ‘Patient safety’ by 55%. Discussion This study has demonstrated the value of the use of sequential healthcare simulation episodes to increase student understanding of acute and chronic management of a patient with a stroke. Learners understood that effective multidisciplinary communication and teamwork are essential in the care of a complex patient.

Teaching and Learning About the Transgender Population: Student Reflections.

Decreasing the disparities in health care for transgender people requires nursing to expand its knowledge base about the population. There is limited research and information about curricula integration inclusive of this population, yet much is written about the gap in nursing knowledge and education. There may be insufficient opportunities to expose students to the population as patients; therefore, creative education strategies are necessary. An innovative multimodal education process was implemented in an urban university setting to expose undergraduate nursing students to the population. Lecture, video, live testimonial, and panel discussion were used. Class reflections and survey data revealed three qualitative narrative reflections. Students reported awareness of how to improve their interactions with this population, appreciation for the experience, and meaningfulness of the experience. The experience brought students closer to understanding the need in providing equitable and appropriate care. Multiple modes of teaching were successful in the affective learning domain. More research in ways to enhance nursing education is necessary. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Evaluasi Pembelajaran pada Keterampilan Menulis di Kelas Tinggi

Writing skills are one of the main competencies that must be mastered by students in the upper grades of elementary school. This article discusses the evaluation of writing skills learning in elementary school classes. The purpose of this research is to explore the role of formative and summative evaluations, as well as authentic evaluations in improving students' writing abilities. The literature study method was used to collect information related to writing learning evaluation. The subjects of this research were elementary school students, with research objects including aspects such as sentence structure, vocabulary, and organization of ideas in writing. The research results show that evaluation of writing learning has an important role in improving students' writing skills. Evaluation helps in measuring student progress, provides appropriate feedback, supports instructional planning, and encourages reflection for both teachers and students. The implication of this research is the importance of carrying out systematic evaluations by educators in order to create a quality learning environment, especially in terms of improving students' writing skills in the upper grades of elementary school. Thus, this article provides valuable insight for educational practitioners in improving writing learning evaluation methods that are effective and have a positive impact on student development.