Nursing students’ experiences on blogging in the classroom: Linking between ethics and pedagogy
| dc.contributor.author | epstein, iris | |
| dc.contributor.author | Ray, Ashleigh | |
| dc.date.accessioned | 2021-03-08T21:04:37Z | |
| dc.date.available | 2021-03-08T21:04:37Z | |
| dc.date.issued | 2014-01 | |
| dc.description.abstract | This paper reports students’ perspectives on using blogging in an undergraduate nursing classroom. Blogging refers to a series of entries with limited word count. Several anecdotal reports focus on the potential advantages (e.g., increasing students' writing, reflecting, collaborating, participation and critical thinking skills) of blogging in education. Yet limited reports discuss its challenges. We argue that in order to better understand the use of blogging in the classroom we need to look more closely at students’ values, beliefs and expectations. Thus, to better understand teaching and learning and evaluate blogging we used Gesler’s theory of therapeutic landscape. Students’ retrospective accounts revealed two overarching themes: students’ experiences and students’ responses to blogging. Despite the fact that students experienced and valued blogging in their everyday lives, their responses to in-class blogging were not always positive. | en_US |
| dc.identifier.citation | Journal of Nursing Education and Practice, 2014, Vol. 4, No. 4 | en_US |
| dc.identifier.issn | 1925-4040 | |
| dc.identifier.uri | https://doi.org/10.5430/jnep.v4n4p37 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10315/38250 | |
| dc.language.iso | en | en_US |
| dc.publisher | Sciedu Press | en_US |
| dc.rights | Copyrights for articles are retained by the authors, with first publication rights granted to the journal/publisher. Authors have rights to reuse, republish, archive, and distribute their own articles after publication. The journal/publisher is not responsible for subsequent uses of the work. Authors shall permit the publisher to apply a DOI to their articles and to archive them in databases and indexes such as EBSCO, DOAJ, and ProQuest. Open-access Policy We follow the Gold Open Access way in journal publishing. This means that authors publish in the journals that provide immediate open access for readers to all articles on the publisher’s website. The readers pay nothing, while authors (or their institutions or funders) pay an Article Processing Charge to maintain the journal operation. All articles published are open-access articles distributed under the terms and conditions of the Creative Commons Attribution license. | en_US |
| dc.rights | Attribution-NoDerivatives 4.0 International | * |
| dc.rights.article | http://www.sciedu.ca/journal/index.php/jnep/article/view/3095/2323 | en_US |
| dc.rights.journal | http://www.sciedu.ca/journal/index.php/jnep | en_US |
| dc.rights.publisher | http://web.sciedu.ca/ | en_US |
| dc.rights.uri | http://creativecommons.org/licenses/by-nd/4.0/ | * |
| dc.subject | nursing students | en_US |
| dc.subject | blogging | en_US |
| dc.subject | ethics | en_US |
| dc.subject | pedagogy | en_US |
| dc.title | Nursing students’ experiences on blogging in the classroom: Linking between ethics and pedagogy | en_US |
| dc.type | Article | en_US |