Browsing by Subject "itsereflektio"
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(2015)Depression is an affective disorder that causes low mood and feelings of guilt and hopelessness. Rumination is a persistent, negative and self-focused form of thinking. Rumination has been found to predict higher levels of depressive symptoms, but also the onset of depressive episodes. The connection between rumination and depression should be studied more in order to develop better methods for intervention The purpose of this study was to examine the associations between rumination, self-reflection and depression. The participants were recruited from the University of Helsinki by sending online questionnaires to the student associations' mailing-lists. Rumination was measured with the self-rumination scale, self-reflection with self-reflection scale and depression with BDI. 588 students answered the questionnaire (512 women). The second questionnaire was sent 18 months later to those who gave their email in the first data collection. 296 students answered the second questionnaire (266 women). Participants ranged in age from 18 to 60 years, with a mean of 27 years. Rumination was a relatively stable trait in the study. Changes in rumination appeared to be closely linked to changes in depressive symptoms. Those who were depressed in the second data point and those who were depressed in the first data point but not in the second one, ruminated more than those who had never been depressed. Rumination also predicted depression in the 18-month longitudinal study. Self-reflection was only weakly linked to depression. Rumination had an independent role in maintaining and predicting depression. Tendency to ruminate was still high after recovery in previously depressed participants. Focused interventions could help people with ruminative tendencies to get over depression and prevent depression.
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(2015)This thesis analyzed interaction and learning in simulation debriefing. Simulation usage has increased in the social and health care during the last years, and the new technology has given more opportunities to use high-fidelity simulations more widely. Simulations enable a new way for students to learn different kinds of patient situations in the real life and in work-based environments that are still completely safe. The investments are expensive and create discussion in universities whether these simulations can create the learning they are supposed to create. The research focused on simulation debriefing is an essential phase in simulation learning. The research approach drew on adults learning theories as well as on simulation and debriefing research. The approach is based on socio-constructivist understanding on learning and on studentcentered teaching (Engeström 1982; Miettinen 1993), which represents criticism towards traditional classroom teaching and introduces the concept of learning activity. From these theoretical starting points emerged three key learning concepts, interaction, feedback and reflection. The research questions were: 1. How is the interaction of the debriefing constructed? 2. What kind of feedback by peer students and by the instructors and 3. what kind of reflection takes place during the debriefing? The data was collected from one simulation center's simulation day in the Southern Finland University of Applied Sciences. The data includes one simulation group's (9 students and 2 instructors) all five videotaped debriefing situations. The analysis was both data and learning theory driven, and both qualitative and quantitative research methods were applied. The results indicate that debriefings interaction was led by the instructors, and was based on a question–answer dynamics. The analysis found three different kinds of peer feedback types, four instructors' feedback types and five self-reflection types. Both the peer and instructor feedback were mostly positive encouragement. Students' self-reflection was mostly reflecting on the confusion caused by the simulation. . Clinical skills were emphasized in both feedback and self-reflection. It can be concluded that debriefing's script and the way it is used leads and restricts the interaction. The script should be developed to be more dialogical. Especially the form and meaning of peer feedback should be critically considered. The peer feedback remained quite superficial, whereas instructors' feedback has a clear impact on students' constructive self-reflection. The instructors' cultivation of constructive criticism would best enhance the students' learning.
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