week 6 discussion answers

Written assessments serve a multitude of purposes in the nursing education environment.  These tools help evaluate students' knowledge and understanding of course material and nurture their critical thinking abilities, which are crucial for their professional practice (Billings & Halstead, 2020). Critical thinking is analyzing and evaluating a situation, understanding its complexities, and making informed decisions (Facione, 2010).  Written assessments like reflective journals, case analyses, or research papers encourage students to think deeply, analyze, synthesize, and apply the knowledge they have gained.  They must delve into relevant literature, compare viewpoints, and form an evidence-based conclusion, enhancing their critical thinking skills (Walden & Bryan, 2010). The relative value of reflective journals, detailed case analyses, and research papers depend on the learning objectives.  A reflective journal helps students to analyze their experiences, thoughts, and reactions.  It can enhance self-awareness, identify learning needs, and promote the integration of theory into practice (Andrusyszyn & Davie, 2007).  A case analysis allows students to apply theoretical knowledge to real-world scenarios, which helps in improving problem-solving abilities and critical thinking (Benner et al., 2010).  On the other hand, research papers facilitate a deeper understanding of a specific topic and evidence-based practice and foster skills in literature review and academic writing (Saver, 2017). To determine which type of written assignment to use, one needs to consider the learning objectives, the level of the students, and the context of the learning situation.  For example, reflective journals can benefit students during their clinical placements to help them understand their roles, reflect on their practice, and apply theory to practice (Andrusyszyn & Davie, 2007).  Detailed case analyses could be used in a pathophysiology course to help students apply theoretical knowledge to patient cases and enhance their diagnostic reasoning (Benner et al., 2010).  Research papers could be assigned in a nursing research course to develop the student's understanding of research methodology and evidence-based practice (Saver, 2017).  All types of written assessments contribute to developing critical thinking skills in unique ways.  The learning objectives should guide the choice of assignment, the student's level, and the course context. 

References: 

Andrusyszyn, M. A., & Davie, L. (2007). Facilitating reflection through interactive journal writing in an online graduate course: A qualitative study.  Journal of Distance Education, 22(2), 59-76.

Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.).  Elsevier.

Facione, P. (2010).  Critical thinking: What it is and why it counts.  Insight Assessment.

Saver, C. (2017).  Anatomy of writing for publication for nurses (3rd ed.).  Sigma Theta Tau.

Walden, L., & Bryan, V. (2010). Ten best ideas for reading teachers.  The Reading Teacher, 63(3), 202-210.

 

Written assignments give students the chance and space to give more information behind their decision making process when it comes to patient care. In my opinion, I believe that a detailed case analysis could be just as valuable as a research paper, but it all depends on how detailed it is. However, I don’t believe that a reflective journal is as valuable or could replace a research journal. I think that written term papers and reflective writing could be beneficial for a theory class, since they give more of a chance to explain the patient and history, along with general information. On the other hand, for clinical, I would encourage my students to use case study analysis papers, research papers and even papers comparing different interventions and the evidence based practice.

Reference  Oermann, M. H., & Gaberson, K. B. (2017). Evaluation and testing in nursing education (5th ed.). Springer Publishing Company. 

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Learning Objective: Students must be able to compare different interventions and their underlying evidence based practice, and explain the physiological process of each intervention.

I think this would be best assessed through a written response in a clinical course since it would give the student the time and space to explain each intervention thoroughly, as opposed to just listing or giving minimal detail. I would expect students to covert main patient issue/disease/problem, then to explain different interventions and how each one would affect the patient and it’s outcomes. I would expect the students to complete this assignment in a essay format, like a research paper with references from reputable journals or other research papers, and to cite their sources in APA format. 

Reference Oermann, M. H., & Gaberson, K. B. (2017). Evaluation and testing in nursing education (5th ed.). Springer Publishing Company. 

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A learning objective in a clinical course that would be well-assessed with a written assignment instead of an observational rubric might be: "By the end of the clinical course, the student will be able to describe and interpret the key principles of therapeutic communication and apply these principles in a case scenario."  Written assessments can provide a more in-depth understanding of the student's knowledge and ability to apply principles of therapeutic communication than what can be observed directly (Billings & Halstead, 2020). Student's articulation of their understanding in writing allows for a more comprehensive review of their conceptual grasp. Additionally, students can reflect on their understanding and articulate it thoughtfully, which might not be possible in an observational setting.

Key points that I would expect students to cover in this assignment would include:

1. An understanding of the critical principles of therapeutic communication in nursing.

2. Interpretation of these principles regarding relevant literature.

3. Applying these principles in a given case scenario, including explaining why specific approaches are chosen.

The assignment format I suggest is a reflective essay. Students would begin by defining and explaining the fundamental principles of therapeutic communication. They would then be given a case scenario and asked to analyze the case using these principles, highlighting how they would use specific therapeutic communication strategies in the given situation. The reflective essay demonstrates theoretical understanding and practical application, thus meeting the objective (Oermann & Hays, 2016).

References:

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Oermann, M. H., & Hays, J. C. (2016). Writing for publication in nursing (3rd ed.). Springer Publishing Company.