Reflections on student learning

This semester I am teaching a course, “Nursing older people.” One of the assignments I have for my students is to write a reflective journal about any issue pertaining to elderly people and elder care, to be submitted at the end of the semester.

I thought it was an easy enough assignment but, to my surprise, my students do not think so. They tell me it is a burden to them. Quite a number of them say that they don’t know what to write about or how to write it. Again, this is a surprise, because these are third-year students, and reflective journals should not be new to them.

In response, I have modified the assignment with regard to it being a requirement, but have not removed it as part of the course assessment. To me, it is important when studying gerontology to cultivate sensitivity toward elder care issues. The best way to do that is not to write a paper or take a test, but to reflect, over time, on issues pertaining to elder care. Gradual sensitization to elder care issues through the writing of journals will help students develop awareness and insight about care of older people and, I hope, enable them to develop their own perspectives about the study of aging.

But this is not an age that encourages reflection. We humans like to fill our world with sounds. We are so uncomfortable with quiet moments that we try all means to drown our senses.
We need to be entertained every single moment. As soon as we arrive home or check into a hotel room, we turn on the radio or TV. We are defined by the latest electronic gadgets and games, by the PSP, iPhone, iPad and so on. We must have music constantly, whether it comes from an iPod or any other means. We can’t be bored.

We also can’t bear not being connected, even for brief moments. We have the Blackberry, 3G phones, WiFi, etc. Everywhere we go, we want immediate access to the Internet.

Because we are so busy entertaining ourselves, engaging in dialogue with people we know or don’t know, being reached and reaching out to othersand accessing information for all realms of our lives, the time that remains for reflection and recollection is very limited. Although Schön’s seminal article on reflective practice was published in 1987, more than two decades ago, fostering reflective practice nowadays runs counter to modern techno currents—not a very promising battle.

Personally, I need a lot of time to myself. I like people, but I also like solitude. Getting together is good to foster relationships, but getting close to myself and knowing how I feel and think is crucial to living a life that is meaningful to me.

I hope my students become, through repeated learning opportunities, better reflective practitioners.

For Reflections on Nursing Leadership (RNL), published by the Honor Society of Nursing, Sigma Theta Tau International.

Signs and symptoms of having had cancer

I thought having cancer hadn’t changed me much. But, as time goes by, I notice that, indeed, I have changed, although in less conspicuous ways.

Symptom 1: Becoming sentimental
I have become more sentimental. I notice that I am very much into taking pictures nowadays, much more so than before. I carry my camera around a lot. As time goes by, I realize that it is because I try to capture glimpses of my life, knowing that every small chunk of time is but a fleeting moment. These fleeting moments will, one day, add up together to make my whole life.

Symptom 2: Becoming more sociable
I have become more geared toward having parties and social gatherings. In the past, my project teams would just meet to discuss things. I rarely called for parties and get-togethers. But now I do. I used to enjoy time with myself—doing household chores, listening to music, reading books and magazines, watching television. Now I make more effort to be with others, and I make mental notes to remind myself how nice it is to be around people.

Symptom 3: Becoming more forgiving
Things students do that irritated me in the past are no longer as offensive. For example, I can’t tolerate it when students keep chatting while someone else is speaking, be it a guest speaker, other students or me. I consider this to be very rude. These days, however, when students still happily chat away in class, I am not as mad. I still ask them to please take turns to speak—between the speaker and audience, that is—but I don’t get upset like I used to.

I would say that these changes are for the better. And they are changes I did not quite expect. They must be linked to a reframing of my perspective on life after having cancer.

I hope they stay.

For Reflections on Nursing Leadership (RNL), published by the Honor Society of Nursing, Sigma Theta Tau International (STTI).