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Insights Into an Interdisciplinary Project on Critical Reflection in Nursing: Using SFL and LCT to Enhance SoTL Research and Practice
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Author(s): Namala Lakshmi Tilakaratna (National University of Singapore, Singapore), Mark Brooke (National University of Singapore, Singapore), Laetitia Monbec (National University of Singapore, Singapore), Siew Tiang Lau (National University of Singapore, Singapore), Vivien Xi Wu (National University of Singapore, Singapore)and Yah Shih Chan (National University of Singapore, Singapore)
Copyright: 2020
Pages: 25
Source title:
Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
Source Author(s)/Editor(s): Rachel C. Plews (Haute école pédagogique du canton de Vaud, Switzerland)and Michelle L. Amos (University of Central Missouri, USA)
DOI: 10.4018/978-1-7998-2212-7.ch016
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Abstract
The chapter provides a description of the first stage of an SoTL project consisting of an interdisciplinary research collaboration between nursing disciplinary experts from the Alice Lee Centre for Nursing Studies (ALCNS) and academic literacy experts from the Centre for English Language Communication (CELC) at the National University of Singapore (NUS). This stage includes the creation of appropriate lesson material for teaching critical reflection drawing on Focus Group Discussions (FGDs) with nursing lecturers and the use of ‘model' reflective writing texts from high-scoring students in past cohorts analysed using Systemic Functional linguistic frameworks such as genre pedagogy, appraisal, The Legitimation Code Theory tool of semantic waves. The intervention was designed to improve the highly valued skill of ‘critical reflection' in nursing undergraduate clinical modules drawing on the use of rigorous theoretical frameworks that make visible salient linguistics resources and knowledge practices drawing on SFL and LCT.
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