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Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework
Assessment & Evaluation in Higher Education ( IF 4.440 ) Pub Date : 2020-12-22 , DOI: 10.1080/02602938.2020.1855414
Laetitia Monbec 1 , Namala Tilakaratna 1 , Mark Brooke 1 , Siew Tiang Lau 2 , Yah Shih Chan 2 , Vivien Wu 2
Affiliation  

Abstract

This paper reports on an interdisciplinary pedagogical research project involving academic literacy experts and lecturers at a School of Nursing. Specifically, the paper focusses on the development of a data-driven analytical rubric to teach and assess critical reflections in year-one nursing. The purpose of the project was to support the teaching and evaluating of critical reflections of nursing students after their initial clinical placement. Rather than focusing on inter-rater reliability or on pedagogical uses of rubrics, this paper is concerned with the ways the criteria that constitute these rubrics were devised. The data involved 200 student assignments, the existing marking criteria and two focus groups with the nursing lecturers. We analysed the data using aspects of a linguistic theory, systemic functional linguistics, and elements of a sociological framework, Legitimation Code Theory, to understand what constitutes ‘deep reflection’ in clinical nursing practice. Our findings led to a revised analytical rubric which makes visible what is highly valued in nursing reflection tasks. We conclude with a data-driven analytical rubric design framework which involves the analysis of student assignments at various levels of achievement to reveal academic literacy and knowledge practices requirements of reflection tasks.



中文翻译:

设计护理反思量规:合法化代码理论和系统功能语言学知情框架

摘要

本文报告了一个跨学科教学研究项目,该项目涉及护理学院的学术素养专家和讲师。具体而言,本文侧重于开发数据驱动的分析量规,以教授和评估一年级护理中的批判性反思。该项目的目的是支持护理学生在初始临床实习后的批判性反思的教学和评估。本文不关注评分者间的可靠性或量规的教学用途,而是关注构成这些量规的标准的设计方式。数据涉及 200 名学生作业、现有的评分标准以及与护理讲师的两个焦点小组。我们使用语言理论、系统功能语言学、和社会学框架的要素,合法性代码理论,以了解什么构成了临床护理实践中的“深度反思”。我们的发现导致了修订后的分析量规,使护理反思任务中高度重视的内容可见。我们以数据驱动的分析量规设计框架结束,该框架涉及对不同成绩水平的学生作业进行分析,以揭示反思任务的学术素养和知识实践要求。

更新日期:2020-12-22
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