Self-Reflection of Learning Goals
With this assignment, I am asking you to consider two concepts. First, I am encouraging your reflection to become a critical reflection. Through critical reflection, you are generating learning (confronting biases; questioning), deepening learning (asking why; challenging and inviting different perspectives), and documenting learning (writing; tangible expressions of evaluation) (Asha & Clayton, 2009, p. 27).
The next concept is connecting reflection into action. Schoen (1993) defines reflection as continual interweaving of thinking and doing’ and the reflective practitioner is one who ‘reflects on the understandings which have been implicit in [ones] action, which [one] surfaces, criticizes, restructures, and embodies in further action (as cited in Ash & Clayton, 2009, p. 27). Make your reflection purposeful learning and action-oriented. Take time with this assignment and the final reflection assignment.
You are being asked to write three goals as outlined below for yourself IN THIS COURSE. You will reflect on these goals at the end of the quarter. It is also expected that you refer to your goals throughout the quarter to personally evaluate your improvement and/or where you may need to step up to better meet your goals. We will revisit these goals later in the quarter (Self-Reflection of Learning Goals #2).
1) Your first goal addresses being a team-based learner. Consider characteristics that identify a good and poor team member. Refer to the Team Agreement Worksheet
for additional ideas. Reflect on how you can deepen your learning as a group member and simultaneously enhance team development.
2) Your second goal addresses class participation. As discussed in class and in the syllabus, class participation (in small and large groups) is essential to the success of the student and the learning experience. Your preparation for class discussions is essential for your development throughout the course and your classmate’s growth. Class participation in a hybrid course and when class sessions are held virtually may push you outside of your comfort zone but be sure to consider these aspects. Examples may include:
- Having prepared notes from readings to share with the group.
- Raising questions when confused rather than waiting for others to do the asking.
- Taking the initiative to keep the discussion on track in small group discussions.
- Directing comments to other students; not just to the instructor.
- Bringing and sharing your own expertise and experiences into the classroom.
- Inviting quieter students to participate by asking them open-ended questions.
- When not talking, truly listen by making eye contact or nodding when applicable.
- Use of your web camera, Zoom chat box, discussion groups, and other strategies in the realities of hybrid and Zoom classes.
3) The third goal should be personalized to meet your development in this course and program. As a student, what would you like to work on with regards to evidence-based practice and writing skills? What skills would you like to improve in BNURS 460 that would help you in your role as a nurse or as a learner? What are some evidence-based practice or writing skills that you would like to improve on that you normally do not attempt to work on? Be brave and try something new. Below are just a few suggestions, but ultimately you know yourself and what you want to improve either academically or personally. As students, this is a perfect arena to practice and become an enhanced person, learner, health care provider, community member, nurse leader, and/or researcher. As your instructor, knowing about the skills you wish to improve helps me to tailor my feedback and support to help you master these skills.
- Improve evidence-based practice skills and organization of research material.
- Working on a specific aspect of your writing, reading, or communication skills – what’s something you struggle with?
- Reach out to the library or Writing and Communication Center with questions.
- Working on specific skills in your literature review.
- Taking the initiative to revise and edit your paper (perhaps something you normally do not do).
- Sharing the course content with your co-workers; interviewing your stakeholders about your evidence-based practice question.
- Taking extra time with a reading to really understand a concept
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