Process Of Reflection Research Articles

Design and development of a digital diagnostic clinical pathway: evidence from an action research study

PurposeThe primary objective of this paper is to show a systematic and methodological approach for the digitalization of critical clinical pathways (CPs) within the healthcare domain.Design/methodology/approachThe methodology entails the integration of service design (SD) and action research (AR) methodologies, characterized by iterative phases that systematically alternate between action and reflective processes, fostering cycles of change and learning. Within this framework, stakeholders are engaged through semi-structured interviews, while the existing and envisioned processes are delineated and represented using BPMN 2.0. These methodological steps emphasize the development of an autonomous, patient-centric web application alongside the implementation of an adaptable and patient-oriented scheduling system. Also, business processes simulation is employed to measure key performance indicators of processes and test for potential improvements. This method is implemented in the context of the CP addressing transient loss of consciousness (TLOC), within a publicly funded hospital setting.FindingsThe methodology integrating SD and AR enables the detection of pivotal bottlenecks within diagnostic CPs and proposes optimal corrective measures to ensure uninterrupted patient care, all the while advancing the digitalization of diagnostic CP management. This study contributes to theoretical discussions by emphasizing the criticality of process optimization, the transformative potential of digitalization in healthcare and the paramount importance of user-centric design principles, and offers valuable insights into healthcare management implications.Originality/valueThe study’s relevance lies in its ability to enhance healthcare practices without necessitating disruptive and resource-intensive process overhauls. This pragmatic approach aligns with the imperative for healthcare organizations to improve their operations efficiently and cost-effectively, making the study’s findings relevant.

Reflective Engagement With a Digital Physical Activity Intervention Among People Living With and Beyond Breast Cancer: Mixed Methods Study.

People living with and beyond breast cancer can face internal barriers to physical activity (eg, fatigue and pain). Digital interventions that promote psychological acceptance and motivation may help this population navigate these barriers. The degree to which individuals (1) adhere to intervention protocols and (2) reflect on and internalize intervention content may predict intervention efficacy. The objective of this study was to characterize the nature of reflective processes brought about by an 8-week acceptance- and mindfulness-based physical activity intervention for insufficiently active survivors of breast cancer (n=75). Furthermore, we explored the potential utility of a metric of reflective processes for predicting study outcomes. Of the intervention's 8 weekly modules, 7 (88%) included an item that asked participants to reflect on what they found to be most useful. Two coders conducted directed content analysis on participants' written responses. They assessed each comment's depth of reflection using an existing framework (ranging from 0 to 4, with 0=simple description and 4=fundamental change with consideration of social and ethical issues). The coders identified themes within the various levels of reflection. We fit multiple linear regression models to evaluate whether participants' (1) intervention adherence (ie, number of modules completed) and (2) the mean level of the depth of reflection predicted study outcomes. Participants were aged on average 57.2 (SD 11.2) years, mostly non-Hispanic White (58/75, 77%), and mostly overweight or obese (54/75, 72%). Of the 407 responses to the item prompting personal reflection, 70 (17.2%) were rated as reflection level 0 (ie, description), 247 (60.7%) were level 1 (ie, reflective description), 74 (18.2%) were level 2 (ie, dialogic reflection), 14 (3.4%) were level 3 (ie, transformative reflection), and 2 (0.5%) were level 4 (ie, critical reflection). Lower levels of reflection were characterized by the acquisition of knowledge or expressing intentions. Higher levels were characterized by personal insight, commentary on behavior change processes, and a change of perspective. Intervention adherence was associated with increases in self-reported weekly bouts of muscle-strengthening exercise (B=0.26, SE 0.12, 95% CI 0.02-0.50) and decreases in sleep disturbance (B=-1.04, SE 0.50, 95% CI -0.06 to -2.02). The mean level of reflection was associated with increases in psychological acceptance (B=3.42, SE 1.70, 95% CI 0.09-6.75) and motivation for physical activity (ie, integrated regulation: B=0.55, SE 0.25, 95% CI 0.06-1.04). We identified a useful method for understanding the reflective processes that can occur during digital behavior change interventions serving people living with and beyond breast cancer. Intervention adherence and the depth of reflection each predicted changes in study outcomes. Deeper reflection on intervention content was associated with beneficial changes in the determinants of sustained behavior change. More research is needed to investigate the relations among digital behavior change intervention use, psychological processes, and intervention efficacy.

Exploratory Practice: understanding classroom life with a Youth and Adult Education group and their teacher

In this research, intelligibility was built regarding the teaching-learning process of English language for a Youth and Adult Education group and their teacher and the influence that the reflective process has on the construction of beliefs about learning languages and about learning itself. In this article we will reveal the details of how the reflective process was brought to a group of students and their teacher during such research, in addition to reporting relevant aspects of the opportunity that the researcher had to experience with the research participants the ethical, collaborative and inclusive proposal for the research of Exploratory Practice, creating a discursive space so that the research participants could intensify or enrich their understandings about life in the classroom. The proposal of this work, which is in line with the scope of Applied Linguistics, although it aims at building local understandings, can help teachers in the area of English language teaching to reflect on their practices, as well as encouraging them to listen and look more in tune with their students when they encounter teaching situations in which they do not have the learning return they expect from them.

Chool, society, human beings and the world: challenges to social pedagogy

The article on screen is the result of a dialogue between research and accumulated reflections in the area of social education, based on Social Pedagogy and aims to socialize the research results of the PIPAS-UFF Project. About the intertwined relationship between school, society, human beings and the world that, accordingly, needs to be a process of knowing, softening and humanizing. The methodology includes a reflective process, anchored in socio-educational and socio-cultural praxis. Main theoreticians: Freire, about the educator's choices before the student; Prigogine, science as a collective enterprise; Arendt, on the issue of evil constructed by man; Fernandes and Lemme guide us towards the construction of true Democratic Education.

Exploring the Educational Value of an Immersive Virtual Reality Method Within a Continuing Education Module in Nursing: A Mixed Methods Study.

Few studies have explored the potential educational value of immersive 360° video in continuing education. This study explored the potential value of immersive 360° video as an acceptable educational method in a continuing education module in nursing. A convergent parallel mixed methods design was adopted. The setting was a nursing and midwifery school at a university. The 11 participants were RNs. Data were collected at three time points with surveys and focus groups. Participants found educational value in the triggering of a deep reflective process, supported by a subsequent classroom discussion. Further, there were nuances and complexities to be considered, with a need to tailor material toward high-acuity, low-frequency, or challenging clinical events when considering content. Immersive 360° videos are a potentially useful method for providing continuing education; however, the content must be tailored to students' learning needs. A reflective model may provide a valuable structure for discussions after the use of immersive 360° video. [J Contin Educ Nurs. 2024;55(5):261-268.].

Envisioning sustainability through (un)shared professional visions of the “visual” materials of a design situation: a CCO approach

PurposeCommunicating a clear, precise, interpretable and unambiguous visual message usually relies on a cross-disciplinary team of professionals. Their complementary visions can uncover which information matter and how it could be visually displayed to inform, sensitize and encourage people to act toward sustainability. While design studies generally claim that this team has to come to a shared vision, the authors question this assumption, which seems to contradict the benefits of cross-disciplinarity. The purpose of this study is to reveal how simple visual representations displayed in a PowerPoint actively participate in the expression of various and sometimes divergent visions. Recognizing the agency of visuals also leads this study to propose the notion of (un)shared professional vision, which shows that the richness of visual representations can only reveal itself through the capacity of professional visions to maintain their differences while confronting each other.Design/methodology/approachOver a 20-month ethnography, this study documented its own cross-disciplinary reflective design process, which aimed to design collectively an experimental environmental label, focusing on interactions occurring between professionals and visuals displayed on five key PowerPoint slides.FindingsThis study first demonstrates how, in practice, a cross-disciplinary reflective design conversation with visuals concretely unfolds through boundary-objects. This study shows how these visuals manage to ex-press themselves through the multiple visions represented in the discussions, revealing their complexity. Second, this study introduces the notion of (un)shared professional vision which underlines that unsharing a vision nurtures the team’s collective capacity to express the complexity of a design situation, while sharing a vision is also necessary to confront these respective expressions to allow the professional uncovering of what should be visually communicated.Originality/valueThe Communication as Constitutive of Organization lens the authors chose to understand the reflective design conversation illustrates that, even though each collaborator’s vision was “(un)shared,” their many voices expand the understanding of the situation and lead them to develop an unexpected and creative environmental information ecosystem that can positively transform society through visuals.

Students’ reflection on the effect of collaborative learning on the learning environment and academic achievement in online reflective platforms

ABSTRACT The significance of collaborative learning (CL) for enhancing the quality of the learning environment and academic achievement among students needs to be investigated. The purpose of this mixed-methods study was to determine the effect of CL on the learning environment and academic achievement of graduate students in the field of educational leadership within the online reflective platforms (ORPs). Thus, we explored students’ reflections on how they experienced the process. Conducting a quantitative study with a one-shot case study design of pre-experimental designs, 17 students completed a questionnaire, and their academic achievement was measured through the summative evaluation. For the qualitative phase, 15 students participated in semi-structured interviews. The results of the quantitative study indicated that CL had a positive effect on the learning environment and students’ academic achievements. In-depth interviews supported the findings and showed that CL could help in creating an interactive and secure learning environment, enhance students’ reflective and interactive learning process, and strengthen their motivation to learn interactively and reflectively through ORPs. The implications of this study could enhance instructors’ motivation to implement CL in online hybrid environments, facilitate the academic achievement of students, and encourage decision-makers to provide a suitable platform for its implementation.

‘How do you want to do this?’: table-top role-playing games and academic identity

ABSTRACT This paper aims to explore the intersection of academia and Table-Top Role-Playing Games (TTRPG) with the development of identity through both character creation and maps; these two features are key features within TTRPG games, adding depth and richness to the world of play. The author suggests that TTRPGs provide a unique space for introspective academic inquiry and potential personal growth, as players are able to explore and experiment with different identities and roles within a collaborative storytelling framework. Used as a reflective process, academics can explore how their academic working lives look, and their experience of living them, and consider the impact on their actions including areas which they may need to develop or how to best utilise their academic identity for the varying aspects of their work. This may include a deeper undertanding of both who they are and how they interact with others they meet in their professional lives. Through an autoethnographic reflection on both TTRPGs and academic identity, the author proposes that the two worlds have much to offer each other in terms of personal development. Specifically, how the creation of a character based on the academic’s identity can be ‘played’ within a map representing the reality of their academic working life to enhance their personal and professional development.

Implementation of the REFLECT Communication Curriculum for Clinical Oncology Graduate Medical Education.

Background: Communication and interpersonal skills are essential medical components of oncology patient care. Patients and families rely on physicians for treatment, expertise, guidance, hope, meaning, and compassion throughout a life-threatening illness. A provider's inability to empathize with patients is linked to physician-related fatigue and burnout. Because oncology training programs focus on teaching evidence-based medicine and clinical acumen, little time may be dedicated to professional development and acquisition of interactive skills. Traditional communication courses typically include two components: formal, knowledge-based learning skills, which are gained from didactic lectures, and role-playing, which usually occurs in small groups. We report the implementation of a novel longitudinal communication curriculum for trainees in Oncology. Materials and Methods: At a single-center institution, an innovative communication curriculum titled "REFLECT" (Respect, Empathy, Facilitate Effective Communication, Listen, Elicit Information, Compassion, and Teach Others) was implemented for radiation oncology residents and medical oncology fellows to improve and refine physician/patient interactions. All oncology specialty residents and fellows were eligible to participate in this communication curriculum. The curriculum emphasized a reflective process to guide trainees through challenging scenarios. Results: Since October 2018, this comprehensive course consisted of quarterly (four hour) workshops comprising assigned reading, knowledge assessments, didactic lectures, expert guest lecturers, standardized patient simulations, role-playing, patient/expert panels, coaching, reflective writing, and debriefing/feedback sessions. The curriculum provided longitudinal communication training integrated with the learners' daily physician/patient encounters rather than occasional isolated experiences. Fifteen workshops have been completed. Each focused on navigating challenging situations with patients, loved ones, or colleagues. Conclusions: Future directions of the curriculum will entail improving the communication skills of oncology trainees and gathering communication improvement data to assess the program's success formally.

Updating of higher education curriculum for future engineers during the COVID-19 pandemic

Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students’ interaction and participation, to supply multiple participation in curriculum “customization” countermeasures to update higher education curriculum for future engineers.

Pragmatist reflective equilibrium

Rawls’ notion of reflective equilibrium has a hybrid character. It is embedded in the pragmatist tradition, but also includes various Kantian and other non-pragmatist elements. I argue that we should discard all non-pragmatist elements and develop reflective equilibrium in a consistently pragmatist manner. I argue that this pragmatist approach is the best way to defend reflective equilibrium against various criticisms, partly by embracing the critiques as advantages. I begin with discussing how each of the three versions of reflective equilibrium in Rawls’ work combines pragmatist and non-pragmatist elements. For Rawls, the primary purpose of reflective equilibrium is epistemic: namely, to construct moral theories or judgments. In a pragmatist approach, there are three connected purposes for moral inquiry: right action, reliable understanding and self-improvement. Depending on the specific context of a reflective equilibrium process, these general purposes can give rise to a variety of specific purposes. In the next sections, I develop a pragmatist approach to reflective equilibrium and discuss the implications of this approach for core elements of reflective equilibrium. These elements are: the initial convictions, facts, personal commitments and comprehensive views of life, coherence and additional methods for critical scrutiny.

The Museum as a Laboratory: An Approach to the Experience of Public Museums in Chile

The present article analyzes the recent debates regarding the redefinition of the museum, exploring resonances in reflective practices and processes in public museums in Chile. While these have caused controversy and discord, they appear to converge in the need to rethink the relationship between museums and society, seeking to make them more inclusive, democratic and diverse. The present discussion is based on the preliminary results of “LAB_Museums: Contemporary Museums and Museologies”, an ongoing interdisciplinary research intervention model promoting processes of co-production of knowledge regarding museums and museography. This paper is the publication of the results of the project. To this end, a collaborative ecosystem of knowledge has been developed between the university, museums and public sector, based on the implementation of laboratories, initially, in five public museums of the Metropolitan Region of Santiago, Chile: the National Museum of Fine Arts, the National Historical Museum, the Museum of Contemporary Art, the Popular Art Museum and the National Center of Contemporary Art. The theoretical/methodological framework used was that of Institutional Analysis (IA), based on which interviews and discussion groups with museum professionals promote dialogues on the present reality and contemporary challenges of museums.

Virtual Learning Communication Behaviors In Natural Birth Support Communities

Cesarean delivery rates are rising globally, presenting a growing concern, particularly in countries like Indonesia. Amidst this trend, the Cerita VBAC (Vaginal Birth After Caesar) on Telegram emerges as a crucial platform for pregnant women seeking insights and preparations for expected deliveries following Cesarean sections. This study, grounded in the constructivism paradigm, delves into the experiences of active speakers within the Cerita VBAC Community, aiming to understand the dynamics and impact of this virtual support network. Employing narrative ethnography methods, this research focuses on four prominent contributors within the Cerita VBAC Community. The constructivist paradigm guides the exploration of their experiences, emphasizing the role of narrative ethnography in unravelling the intricacies of this unique social context. Data analysis involves a manual modification process complemented by NVIVO 12 Plus, a comprehensive data processing application. The findings highlight that the learning delivery mechanism through Telegram aligns with Kolb's Experiential Learning model. Community members actively share concrete experiences, engage in reflective processes, formulate abstract concepts, and participate in experiential learning. Telegram serves as an information exchange medium and creates a positive and supportive environment, empowering pregnant women to navigate labor challenges.

A RESISTÊNCIA DA MULHER NEGRA ATRAVÉS DA LITERATURA AFRICANA

The present work sought to analyze the works produced from the post-colonial period, emphasizing three renowned African writers, Paulina Chiziane, Chimamanda Ngozi Adichie and Scholastique Mukasonga, from Mozambique, Nigeria and Rwanda, respectively. From this, we sought to problematize how Black African writers represent and evidence the resistance of female characters in their literary works. Therefore, with the objectives, we sought to list the forms of representations of Black women and their rise in African literature as a form of resistance and show the importance of women's studies for the understanding and discussion of the debate on feminism and gender in Africa. The methodology adopted was bibliographical in nature and it was found that, based on a reflective process, the characters, when they understand how the structures work and who it really benefits, they use it in their favor, creating resistance strategies in the face of an oppressive society and exclusive.

1866 The impact of patient and public involvement on partnership in the DREAM project

Abstract Introduction Patient and Public involvement is a cornerstone of the DREAM (Digital and Remote Enhancements for the Assessment and Management of older people) project. An advisory group of 10 diverse older people and carers was established to shape the research through regular discussions and explore inclusive involvement approaches for future work. Methods We conducted a reflective process evaluation to highlight the impact of the involvement process on the project and our public partners themselves. We collated impact logs, reflections and feedback from our public partners and an artist recorded the impacts using illustration. Results The advisory group: • helped to lay the foundations of the project and steered its development with their views, knowledge and experiences • shaped how evidence is captured and analysed so that it is usable, acceptable and makes sense to older people and carers • provided insights to consider for implementation and shaped our dissemination strategy Our public partners and researchers also expressed relational impacts such as shared ownership. Public partners joined this project to improve health care for other people. They felt safe to share their experiences and be listened to. It gave them confidence in their health management, and they have built friendships. People also found comfort in the diversity of individuals and sharing common concerns. Conclusion(s) Public partners have been instrumental in the development of the DREAM project and supported the programme by being a critical friend beyond the remit of the research. Continued communication and feedback resulted in public partners feeling heard and their suggestions acted upon. Researchers and public partners felt gratitude, ownership and joy working on this project, and finding shared values. Our involvement approaches have shaped reciprocal relationships and had impact on our research culture, forming a foundation to the values of the people it is serving.

‘Why am I involved in environmental education?’ Using narrative inquiry to explore the identity and practice of teachers committed to environmental education

Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin’s ontological and epistemological tenets of Narrative Inquiry, which we adopted as our approach and methodology to look into the teachers’ reflections on ‘why they became involved in environmental education’. We discuss how engaging teachers in generative reflective processes contributes to gaining insights to environmental education ‘from within’ and ‘bottom up’, while allowing us to re-think and re-imagine research in the field. We argue that research can thus act as a means of supporting learning for sustainability in terms of the personal and professional development and empowerment of teachers.

Reframing Teacher Candidates’ Views on Disability Through the Writings of Disabled Authors

This study examines the understandings and beliefs about disability of teacher candidates in a credential program to teach students with extensive support needs and shows how reading first-person narratives by disabled authors in a course influenced these understandings and beliefs. The study used deductive thematic coding to analyze reflective assignments from 21 teacher candidates and semi-structured interviews of seven candidates. Four themes were developed through the coding process including current beliefs, expressing discomfort at disabled authors’ experiences, the reflective process, where they made deep connections to personal experiences in their work, family, and community settings, and a resolve to change their teaching practice. The study recommends adding the perspectives of the disabled individual in teacher preparation texts, creating cognitive dissonance in teacher preparation programs as a first step toward changing ableism in the educational system, including veteran teachers in this conversation through university-school partnerships to encourage diversity, equity, and inclusion for all students.

Experiences of Awe and Gratitude and Related Triggers Among Religious Brothers and Sisters: Findings from a Cross-Sectional Study in Germany

A cross-sectional survey among religious brothers and sisters (n = 250) with their specific lifestyle and related spiritual practices stated moments of awe perceptions. They responded to both the Awe/Gratitude scale and to free text fields to substantiate their quantitative responses. Qualitative content analysis of their free text responses resulted in six main categories of awe triggers: (1) Nature, (2) Special Moments, (3) Transcendence Perceptions, (4) Religious practices, (5) Distinct People, and (6) Aesthetics, Art and Culture. Awe perceptions can be an immediate feeling and the outcome of a process of reflection in response to admiration, inspiration, and elevation. As these perceptions are related to psychological well-being and prosocial behaviors, their training can generate positive effects on quality of life.

Listening to children's voices: reflections on methods, practices and ethics in researching with children using zoom video interviews

PurposeThe purpose of this research was to reflect on the enablers, challenges and ethical considerations in conducting qualitative research with young children using online methods. The aim was to suggest recommended practices to be put in place for researchers conducting online focus groups and interviews with young children.Design/methodology/approachThis research article explores the use of Zoom video conferencing as a tool to collect qualitative data with young children in Singapore, as an alternative to face-to-face interviews. Taking a child-centred participatory approach, children shared their perspectives of their experiences of child agency in school and at home through their drawings, pictures and dialogue in online group interviews. Schon's model of reflective practice was used to guide the researchers' process of reflections during the research project.FindingsScreen sharing and real-time nature of interactions of Zoom video conferencing enabled building of rapport and children's narratives to be developed while group size and the effect of parental influence provided challenges and ethical issues that needed to be addressed in the research process. Researcher withitness emerged as an essential quality in successful engagement of children in an online focus group discussion.Research limitations/implicationsOnline video conferencing platforms like Zoom provide a powerful alternative tool for participatory research with children. It challenges researchers to share control of the interactions and data collection process with children. However, parental interference and effect on data may present itself as a research limitation if not navigated well.Practical implicationsGroup size of the focus group has an impact on children's engagement levels and wait time for their turn to speak during group interviews. While parents' presence during the online interview ensured child safety and a comforting presence for the child, parents should also understand their role in the study to avoid interfering with the data collection process.Social implicationsThe Zoom platform resembled onsite interviews' spontaneity of exchanges which allowed the researchers to build rapport with children through small-talk and icebreaker activities. Establishing personal connections and building of trust were essential elements in ensuring children were comfortable participating in the interviews. Observing real-time behaviour and body language of children also allowed for indication of withdrawal of consent and participation by the children.Originality/valueThis research adds new insights to the emerging discussions on collecting data from children via online video platforms with suggestions of new strategies and recommendations to overcome challenges, as well as future implications and potential of using Zoom as an alternative tool for participatory research with children. This research conducted in Singapore provides an Asian context and is different from current literature on this topic, largely focused on western countries' reports.

VISUALIZATION AS A NONVERBAL TOOL OF PEDAGOGICAL SEMIOSIS IN THE MODERN COMMUNICATIVE SPACE

The statement of basic materials. In the information age, with its characteristic intensification of communication flows, a person is constantly faced with the problem of preserving and reproducing identity. Designing a new informational and network cultural reality requires a revision of the goals of education, forms, methods of their achievement, in accordance with those changes in society, which today have a pronounced anthropological character. Visualization of educational content, as one of the non-verbal means of educational communication, meets the demands of the new “digital” generation. With the help of visual non-verbals, favorable conditions are created for the harmonious development of all cognitive structures of the personality. The tools of visual non-verbal are in the research “fairway” of the science of semiotics, the object of study of which is communicative processes, the subject - signs and symbolic forms of communication implementation. In the semiotic tradition, “semiosis” is an operation during which a mutual presupposition is established between the form of expression and the form of content, as a result of which signs are produced. Pedagogical semiosis is a conscious process of labeling and decoding information, purposefully carried out by subjects of educational activity. The heterogeneity of the perception of visual images and the need to decode them stimulates the development of reflexive thinking, which neutralizes the attempts of others to manipulate consciousness and behavior, helps to realize and defend one's own interests, analyze and control one's actions, search for and find non-standard solutions in difficult life situations. Visual images evoke a sense of involvement, empathy, activate the desire for effective participation, for self-identification. The development and use of the methodological toolkit of educational semiotics as a theoretical basis for visualizing the educational process and its use in modern pedagogical semiosis is an effective factor for self-determination and self-identification of a new communicative personality in the educational space of the digital era.