Canada

Reflective writing is a tool used in nursing education to promote the development of critical thinking, reflection, analysis, and metacognition amongst learners. Although evidence to support reflective writing in nursing education is well established, there is an absence of literature examining what Bachelor of Science in Nursing (BSN) students explore in their reflective writing assignments throughout their four years of the program and amongst various practice settings. Existing literature examining reflective writing among learners has predominantly focused on distinct practice settings and students in specific years of their program of study. In this qualitative research study, faculty collected reflective assignments from consenting BSN students in practice courses. A thematic analysis identified reflective themes from across four years of the program. Focus groups with students highlighted factors that influence students’ decision-making around reflective topics and practice experiences that students feel are impactful. Students’ understanding of the reflective process and its relevance to nursing practice and curriculum were also explored. This research offers many implications for nursing education in both theory and practice settings as well as larger curriculum considerations. Understanding what students write about and why, and how they engage with the reflective writing process serves to identify experiences that may require greater learning and relational support in order to support students to become reflective practitioners.



University of Victoria and College Partners BSN Virtual Conference

Student Reflections on Practice: Themes and Implications

student nurses

reflective writing

themes

**Welcome to ACL-IJCNLP 2021!**

The great event is jointly organized by the Association for Computational Linguistics (ACL) and Asian Federation of Natural Language Processing (AFNLP). 

As in previous years, the program of the conference includes a poster session, tutorials, workshops and demonstrations in addition to the main conference.


We were able to keep the registration fees similar to those charged for the virtual ACL 2020. The one fee allows attendance at the main conference and any/all tutorials and workshops. These fees would be $125 Regular Early and $175 Regular Late; $50 Student Early and $75 Student Late. Early registration closes at midnight July 11, 2021 (Eastern Daylight Time).

**Reminder:** It is ACL’s policy that at least one author of each accepted paper (including ACL Finding papers) must register for the conference.

**Reminder2:** Underline site will open closer to the event. If you already registered you will receive access detail

Registration is now open

IJCNLP-AACL 2021

The great event is jointly organized by the Association for Computational Linguistics (ACL) and Asian Federation of Natural Language Processing (AFNLP).

poster

We are inviting nursing administrators, faculty members, instructors, and students to attend this conference, which will feature current directions and priorities for the Uvic and College Partners BSN curriculum, and feature scholarship from throughout our partnership.


The conference will serve as a venue for professional development, scholarship, networking with colleagues.

### Situating Ourselves in Nursing Education: Exploring Emerging Directions
### 

The conference website will open on June 21st, after which time you will receive an email invitation from Underline Science that will allow you to access the website. 

## **Register Here**
Registration is required to attend this event, please use the link below to get your ticket:

https://events.eply.com/2022partnersconference

Registration Is Required

Close reading and academic writing are two important skills students develop throughout the undergraduate nursing program. Sometimes, educators assume that the learners know how to read and understand journal articles, identify a thesis and counterarguments, and summarize key points from the article in their scholarly writing. However, these assumptions might be unwarranted: often, both research and philosophical/ theoretical genres in nursing literature are new for undergraduate students. Besides, students might lack previous exposure to the debates and critical arguments in the nursing literature and thus need to build an advanced “close reading” skill to identify the authors’ positions. 
The purpose of this “show and tell” presentation is to discuss a learning activity (LA)/writing assignment offered to the students in one section of NURS 341 in the Spring 2022 term. This assignment aimed at developing the paired skills of close reading and scholarly writing by asking students to read a chapter from a scholarly book and write a two-page paper answering questions based on the chapter. Pedagogically, this LA/assignment uses the technique of scaffolding (“Scaffolding,” n.d.; Vygotsky, 1986). The LA/assignment involves four stages unfolding over two weeks, starting with students studying sample papers followed by the educator’s debrief and progressing to students’ self-evaluation of their own writing using the annotated example and a detailed rubric. In this presentation, we will describe this LA/assignment from both the student and educator perspectives.
Learning goals for the presentation: 
--The audience will gain an understanding of the technique of scaffolding and how it was used in this particular learning activity/writing assignment.
--The audience will reflect on their students’ ability to truly understand the articles they are being assigned, and how this presentation can provide a framework for ensuring students are grasping the content. 
References:
Scaffolding (n.d.). University at Buffalo Center for Educational Innovation https://www.buffalo.edu/ubcei/enhance/teaching/guiding-students/scaffolding.html#:~:text=Scaffolding%20is%20a%20teaching%20method,Share%20knowledge.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press. Original work published in 1934.


Using Pedagogical Scaffolding to Develop Close Reading and Academic Writing Skills

Many schools are working on a limited budget and need to be creative when it comes to lab supplies, equipment, and accessibility. Many specialized task trainers and products come with a hefty price tag and smaller, rural schools must get creative to bring these learning opportunities to all students while remaining within fiscal constraints. 

In this presentation we will review several alternative methods for creating memorable and meaningful learning experiences for your nursing students. Accessibility for all students is key to learning and maintaining skills while ensuring each student can actively participate in the learning activities. 

In this presentation we will be showing how we have innovated alternative ways to: 

Make realistic wounds with latex 
Create a low-cost injectable pad of varying sizes 
Use alternative sources for suppository task trainers 
Simulate a PICC line for take home practice


Lab Hacks for Increased Accessibility for Nursing Students

Undergraduate nursing courses that focus on communication, nursing knowledge, and the development of professional identity, emphasize the primacy of the nurse-patient relationship for nursing practice. In Canadian nursing programs, these courses are typically informed by American nursing theory such as Jean Watson’s caring theory and may use Doane and Varcoe’s (2021) well-known textbook. These sources present interpersonal therapeutic relations as ethical, personal, and esthetic ways of knowing; as caring moments underpinned by the holistic mind-body-spirit view; and as occasions for patient self-actualization and autonomy. When socio-political ways of knowing and critical perspectives are incorporated in classroom discussions (e.g., in Doane and Varcoe), learners are invited to reflect on values, power dynamics, and contexts impacting the nurse-patient dyad. This important focus in undergraduate nursing education on the nurse-patient relationship has been well presented across the courses. 
However, this approach is limited. Often, it makes invisible the actual work nurses do. In our section of NURS 341 in the Spring of 2022 term, we [the students] encountered a novel-to-us perspective that we found useful for understanding contemporary nursing practice. In this presentation, we discuss Davina Allen’s (2014; 2018, 2019; Allen et al., 2019) analyses of nurses’ organizing work and share Allen’s scholarship with other students and instructors. We suggest that introducing ideas about organizational holism (Allen, 2018, 2019) early in nursing programs will help students better understand the realities of nursing practice. 
Learning goals for the presentation: 
--The audience will become familiar with Davina Allen’s analyses of nurses’ organizing work 
--The audience will become aware of scholarly resources related to nurses’ organizing work and organizational holism
References: 
Allen, D. (2018). Translational mobilisation theory: A new paradigm for understanding the organisational elements of nursing work. International Journal of Nursing Studies, 79, 36-42. https://doi.org/10.1016/j.ijnurstu.2017.10.010
Allen, D. (2019). Care trajectory management: A conceptual framework for formalizing emergent organisation in nursing practice. Journal of Nursing Management, 27(1), 4-9. https://doi.org/10.1111/jonm.12645
Allen, D., Purkis, M. E., Rafferty, A. M., & Obstfelder, A. (2019). Integrating preparation for care trajectory management into nurse education: Competencies and pedagogical strategies. Nursing Inquiry, 26(3), e12289-n/a. https://doi.org/10.1111/nin.12289 
Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry in action. (2nd ed.) Wolters Kluwer. 


Student Reflections on Practice: Themes and Implications

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