ABSTRACT
This chapter explores how reflective assignments are used to assess student experiences in clinical practice modules in undergraduate nursing at the National University of Singapore. This chapter shows how students engage with subjective meanings such as nursing ‘care’ and attempt to align with the disciplinary values of nursing. In order to explore subjective meanings in student texts, this chapter draws on the LCT concept of ‘axiological constellations’, which show how writing expresses students’ worldviews and belief systems. The chapter shows how LCT allows literacy experts to uncover disciplinary values and collaborate with subject experts to create theoretically informed and effective pedagogy. The chapter demonstrates the positive impact of such an LCT-informed pedagogy on student nurses’ capabilities to form emerging professional identities in preparation for their transition to the workplace.
