Designing a Rubric for Reflection in Nursing: A Legitimation Code Theory and Systemic Functional Linguistics-Informed Framework

Autor/inn/en	Monbec, Laetitia; Tilakaratna, Namala; Brooke, Mark; Lau, Siew Tiang; Chan, Yah Shih; Wu, Vivien
Titel	Designing a Rubric for Reflection in Nursing: A Legitimation Code Theory and Systemic Functional Linguistics-Informed Framework
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 8, S.1157-1172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monbec, Laetitia) ORCID (Tilakaratna, Namala) ORCID (Brooke, Mark) ORCID (Lau, Siew Tiang) ORCID (Chan, Yah Shih) ORCID (Wu, Vivien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1855414
Schlagwörter	Interdisciplinary Approach; Nursing Education; Literacy; Academic Language; Scoring Rubrics; Linguistic Theory; Clinical Experience; Assignments; Learning Analytics; Sociology; Teacher Attitudes; College Faculty; Academic Achievement; Evaluation Criteria; Grading; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pflegepädagogik; Alphabetisierung; Schreib- und Lesefähigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Scoring formulas; Auswertungsbogen; Linguistische Theorie; Assignment; Auftrag; Zuweisung; Soziologie; Lehrerverhalten; Fakultät; Schulleistung; Notengebung; Schulnote; Ausland; Singapur
Abstract	This paper reports on an interdisciplinary pedagogical research project involving academic literacy experts and lecturers at a School of Nursing. Specifically, the paper focusses on the development of a data-driven analytical rubric to teach and assess critical reflections in year-one nursing. The purpose of the project was to support the teaching and evaluating of critical reflections of nursing students after their initial clinical placement. Rather than focusing on inter-rater reliability or on pedagogical uses of rubrics, this paper is concerned with the ways the criteria that constitute these rubrics were devised. The data involved 200 student assignments, the existing marking criteria and two focus groups with the nursing lecturers. We analysed the data using aspects of a linguistic theory, systemic functional linguistics, and elements of a sociological framework, Legitimation Code Theory, to understand what constitutes 'deep reflection' in clinical nursing practice. Our findings led to a revised analytical rubric which makes visible what is highly valued in nursing reflection tasks. We conclude with a data-driven analytical rubric design framework which involves the analysis of student assignments at various levels of achievement to reveal academic literacy and knowledge practices requirements of reflection tasks. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01