Improving Online Teaching to Promote Professionalism
Reflective Writing, Self-Reflection, Professionalism
TFSC Grant Support
The fellowship in The Academy for Professionalism in Health Care (APHC) Leadership Excellence in Educating for Professionalism Faculty Development Program (LEEP) provided the opportunity to network with interdisciplinary healthcare faculty from all over the world. My project during this fellowship focused on improving students reflective practice ability.
To promote development of personal reflection and empathy of students in our online BSN completion program, 3 reflective writing assignments were implemented on values in action, mindful practice and ethical behaviors in patient care. Specific guidelines, grades and feedback were given using the REFLECT rubric.
To measure the effectiveness of the narrative reflections, two self-assessment rating scales are utilized pre/post course to determine if students feel they have grown in the areas of reflection ability and empathy. The Groningen Reflection Ability Scale (GRAS) and the Interpersonal Reactivity Index (IRI).
Murray, L. (2023). Improving Online Teaching to Promote Professionalism. TFSC Publications and Presentations. Retrieved from https://scholarworks.uark.edu/wctfscpub/59