Reflection : Storytelling 

 Challenge 

 Want students to use these aspects of storytelling to better understand their experiences and   actions therefore through the use of story , students engage in an active learning process   whereby they actively read and reflect on their stories . At the same time the professor is   offered a window into the student ’s understanding of the clinical incident . Through reflection ,   we focus on the context of the story and , through the use of guiding questions , students begin   to understand any implicit meanings . This helps then to intentionally connect their classroom   learning with real - life practice . Stories are shared between students in a small seminar class .   Our role as faculty is to guide a critically reflective dialogue within the small student discussion   group . Stories provide the mechanism for understanding as they can be reflected on ,   reanalyzed and understood . 

 In addition to guiding students to use their critical thinking skills in a clinical story context , we   also want them to begin to understand something about their thinking process . So we talk   with them a bit about critical thinking and problemsolving , and help them make connections   between these terms . In this way they begin to more closely focus on their own thinking   processes . Our learning objective reflects both of these considerations 

 Selection 

 Following presentation , discussion and assigned learning activities , the students will be able   to : 

 1 . Use elements of storytelling to help them analyze and learn from their clinical practice   experiences . 

 2 . Improve critical thinking skills ( analysis , inference , explanation and evaluate ) through   stories that they tell about their clinical practice experiences . 

 3 . Analyze and discuss the knowledge that they have gained from actual clinical experiences 

 4 . Discuss the characteristics , skills , and attitudes of the critical thinker , and relationship   between the concepts : nursing process , critical thinking , problem - solving and decision- making . 

 Application 

 In the early weeks of the course , students have had very few clinical experiences prior to and   in the first two months of the course . Through student participation in the critical reflection   seminar at the end of the semester , we help students to make connections between what   they learned early in the course through the use of case studies in the classroom and lab , to   what they experienced during their clinical experiences . 

 We review the stories that the students have submitted for the reflective seminar , and   prepare for the guided reflective dialogue that will occur in the seminar by analyzing the   stories for their possible meanings . Each instructor works individually with approximately 24   students divided into 3 small groups . It has been our experience that faculty can become   overwhelmed with the amount of time guided reflective dialogue takes in order to make 

 learning meaningful . Preparing for the seminar in advance by reviewing the stories helps us   to keep the reflective dialogue from moving into a “ feedback ” session . 

 Critical conversations help students to move from telling what they know to why they know .   Engaging learners in a critical dialogue also emphasizes the use of questions that fairly and   respectfully challenge information . This type of question helps students to ignore   unnecessary and irrelevant information and determine the aspects of the care situation that   are significant . They assist students to reconstruct a situation , defend an action , hypothesize   an expected consequence , identify values , and judge the appropriateness of an action . 

 Insight 

 The reflective seminar is conducted at the end of the semester after the students ’ first clinical   experience . Students ’ examine their experiences in the clinical setting using their critical   thinking skills , connecting the theory they learned in the classroom to actual clinical practice .   They meet in small seminar groups , each group taking place over a 3 - hour period of time . As   the students begin to engage in their own clinical experiences , guided reflection becomes a   more personal learning activity . Student ’s prepare for this activity by reflecting on their own   clinical experiences and turn them into stories . Stories of their clinical experiences are then   shared and discussed during the post clinical seminar . Using guided questions , like those   outlined in Figure 2 , faculty guide the students in a reflective dialogue to reinforce the   learning connections the students are making and reinforce their use of critical thinking skills .   Students document their learning insights into their story by creating a post - seminar   reflection using the guided questions outlined in Figure 1 . This seminar exercise provides us   insight into how best to train each individual student ’s clinical judgment skills . We can assess   both how they applied clinical knowledge to the case at hand and their strength in using   critical thinking skills . Their responses to our seminar questions and their written reflections   allowed us to examine what guided their thinking about the clinical case , and to see how they   measured their personal learning accomplishments . Figure 3 is a short segment from one   students ’ reflective journal . 

 Application 

 In the early weeks of the course , students have had very few clinical experiences prior to and   in the first two months of the course . Through student participation in the critical reflection   seminar at the end of the semester , we help students to make connections between what   they learned early in the course through the use of case studies in the classroom and lab , to   what they experienced during their clinical experiences . 

 We review the stories that the students have submitted for the reflective seminar , and   prepare for the guided reflective dialogue that will occur in the seminar by analyzing the   stories for their possible meanings . Each instructor works individually with approximately 24   students divided into 3 small groups . It has been our experience that faculty can become   overwhelmed with the amount of time guided reflective dialogue takes in order to make   learning meaningful . Preparing for the seminar in advance by reviewing the stories helps us   to keep the reflective dialogue from moving into a “ feedback ” session . 

 Critical conversations help students to move from telling what they know to why they know .   Engaging learners in a critical dialogue also emphasizes the use of questions that fairly and 

 respectfully challenge information . This type of question helps students to ignore   unnecessary and irrelevant information and determine the aspects of the care situation that   are significant . They assist students to reconstruct a situation , defend an action , hypothesize   an expected consequence , identify values , and judge the appropriateness of an action . 

 Approach 

 Part of an introductory baccalaureate nursing assessment course where students are   beginning to learn how to assess a clinical case . In this course , stories are integrated into the   teaching approach in an effort to begin developing a foundation for students to think within   the context of nursing practice . Because we believe that this pedagogical approach is very   effective for building critical thinking skills , we introduce this story approach early in the   course . The class session we outline here would fit well in any clinical course with health   science students involved in beginning clinical experiences . 

 Creating context assists students ’ abilities to share their thoughts and feelings about clinical   practice experiences and to reflect and make meaningful learning connections . We want   them to practice using critical thinking in the context of these stories and make meaningful   learning connections . We believe that their successful learning will motivate them to transfer   these cognitive behaviors to actual practice . These exercises will facilitate their development   to critically think in practice . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Reflection : Storytelling 

 Challenge 

 Want students to use these aspects of storytelling to better understand their experiences and   actions therefore through the use of story , students engage in an active learning process   whereby they actively read and reflect on their stories . At the same time the professor is   offered a window into the student ’s understanding of the clinical incident . Through reflection ,   we focus on the context of the story and , through the use of guiding questions , students begin   to understand any implicit meanings . This helps then to intentionally connect their classroom   learning with real - life practice . Stories are shared between students in a small seminar class .   Our role as faculty is to guide a critically reflective dialogue within the small student discussion   group . Stories provide the mechanism for understanding as they can be reflected on ,   reanalyzed and understood . 

 In addition to guiding students to use their critical thinking skills in a clinical story context , we   also want them to begin to understand something about their thinking process . So we talk   with them a bit about critical thinking and problemsolving , and help them make connections   between these terms . In this way they begin to more closely focus on their own thinking   processes . Our learning objective reflects both of these considerations 

 Selection 

 Following presentation , discussion and assigned learning activities , the students will be able   to : 

 1 . Use elements of storytelling to help them analyze and learn from their clinical practice   experiences . 

 2 . Improve critical thinking skills ( analysis , inference , explanation and evaluate ) through   stories that they tell about their clinical practice experiences . 

 3 . Analyze and discuss the knowledge that they have gained from actual clinical experiences 

 4 . Discuss the characteristics , skills , and attitudes of the critical thinker , and relationship   between the concepts : nursing process , critical thinking , problem - solving and decision- making . 

 Application 

 In the early weeks of the course , students have had very few clinical experiences prior to and   in the first two months of the course . Through student participation in the critical reflection   seminar at the end of the semester , we help students to make connections between what   they learned early in the course through the use of case studies in the classroom and lab , to   what they experienced during their clinical experiences . 

 We review the stories that the students have submitted for the reflective seminar , and   prepare for the guided reflective dialogue that will occur in the seminar by analyzing the   stories for their possible meanings . Each instructor works individually with approximately 24   students divided into 3 small groups . It has been our experience that faculty can become   overwhelmed with the amount of time guided reflective dialogue takes in order to make 

 learning meaningful . Preparing for the seminar in advance by reviewing the stories helps us   to keep the reflective dialogue from moving into a “ feedback ” session . 

 Critical conversations help students to move from telling what they know to why they know .   Engaging learners in a critical dialogue also emphasizes the use of questions that fairly and   respectfully challenge information . This type of question helps students to ignore   unnecessary and irrelevant information and determine the aspects of the care situation that   are significant . They assist students to reconstruct a situation , defend an action , hypothesize   an expected consequence , identify values , and judge the appropriateness of an action . 

 Insight 

 The reflective seminar is conducted at the end of the semester after the students ’ first clinical   experience . Students ’ examine their experiences in the clinical setting using their critical   thinking skills , connecting the theory they learned in the classroom to actual clinical practice .   They meet in small seminar groups , each group taking place over a 3 - hour period of time . As   the students begin to engage in their own clinical experiences , guided reflection becomes a   more personal learning activity . Student ’s prepare for this activity by reflecting on their own   clinical experiences and turn them into stories . Stories of their clinical experiences are then   shared and discussed during the post clinical seminar . Using guided questions , like those   outlined in Figure 2 , faculty guide the students in a reflective dialogue to reinforce the   learning connections the students are making and reinforce their use of critical thinking skills .   Students document their learning insights into their story by creating a post - seminar   reflection using the guided questions outlined in Figure 1 . This seminar exercise provides us   insight into how best to train each individual student ’s clinical judgment skills . We can assess   both how they applied clinical knowledge to the case at hand and their strength in using   critical thinking skills . Their responses to our seminar questions and their written reflections   allowed us to examine what guided their thinking about the clinical case , and to see how they   measured their personal learning accomplishments . Figure 3 is a short segment from one   students ’ reflective journal . 

 Application 

 In the early weeks of the course , students have had very few clinical experiences prior to and   in the first two months of the course . Through student participation in the critical reflection   seminar at the end of the semester , we help students to make connections between what   they learned early in the course through the use of case studies in the classroom and lab , to   what they experienced during their clinical experiences . 

 We review the stories that the students have submitted for the reflective seminar , and   prepare for the guided reflective dialogue that will occur in the seminar by analyzing the   stories for their possible meanings . Each instructor works individually with approximately 24   students divided into 3 small groups . It has been our experience that faculty can become   overwhelmed with the amount of time guided reflective dialogue takes in order to make   learning meaningful . Preparing for the seminar in advance by reviewing the stories helps us   to keep the reflective dialogue from moving into a “ feedback ” session . 

 Critical conversations help students to move from telling what they know to why they know .   Engaging learners in a critical dialogue also emphasizes the use of questions that fairly and 

 respectfully challenge information . This type of question helps students to ignore   unnecessary and irrelevant information and determine the aspects of the care situation that   are significant . They assist students to reconstruct a situation , defend an action , hypothesize   an expected consequence , identify values , and judge the appropriateness of an action . 

 Approach 

 Part of an introductory baccalaureate nursing assessment course where students are   beginning to learn how to assess a clinical case . In this course , stories are integrated into the   teaching approach in an effort to begin developing a foundation for students to think within   the context of nursing practice . Because we believe that this pedagogical approach is very   effective for building critical thinking skills , we introduce this story approach early in the   course . The class session we outline here would fit well in any clinical course with health   science students involved in beginning clinical experiences . 

 Creating context assists students ’ abilities to share their thoughts and feelings about clinical   practice experiences and to reflect and make meaningful learning connections . We want   them to practice using critical thinking in the context of these stories and make meaningful   learning connections . We believe that their successful learning will motivate them to transfer   these cognitive behaviors to actual practice . These exercises will facilitate their development   to critically think in practice .
### Output: 