The use of reflective journaling as a learning strategy during the clinical rotations of students from the faculty of health sciences: An action-research study

Ruíz-López, Montserrat; Rodriguez-García, Marta; Villanueva, Purificación-González; Márquez-Cava, Montserrat; García-Mateos, Mónica; Ruiz, Beatriz Ruiz; Herrera-Sánchez, Esteban

doi:10.1016/j.nedt.2015.07.029

Cited by 35 publications

(44 citation statements)

References 8 publications

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“…Ethical re ection helps clarifying beliefs and thoughts, and involves learning through viewing situations in different ways and from new perspectives (38). Re ection may include thinking back on an experience, using mirroring or imagination, and express feelings, insight and alternative perspectives; thus fostering self-knowledge and a rmation of one's professional role, as well as awareness of personal values and prejudices, increase the student's awareness of the inhibiting effect of organizational structures (38)(39)(40). The focus upon re ection in continuous education is based on the notion that professionals may develop their clinical expertise, or wisdom (41).…”

Section: Ethical Re Ection In Educationmentioning

confidence: 99%

Norwegian Nurses’ Reflections Upon Experiences of Ethical Challenges in Older People Care - A Qualitative Thematic Analysis

Rykkje

Holm

Hem

2020

Preprint

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Background: Many countries face an increasingly older population in need of health care services. There are reports of lack of qualified staff and resources, resulting in poor quality and undignified care. Care quality is depended upon factors like organization and staffing, but it is also recommended to focus on what staff members experience in clinical practice. In addition, ethical competence is a precondition for high quality care. The aim of this study is to provide knowledge about ethically challenging situations in caring for older people in institutions such as nursing homes and hospitals, and to gain insight into nurses’ written reflections about their experiences and management of ethical challenges in clinical practice.Methods: The data material consist of reflection notes by continuous education students in advanced gerontology in Norway. Data was collected in 2017–2018. We included 42 of 83 notes and utilized qualitative thematic analysis.Findings: “Doing what is in the patients’ best interest” is the guiding principle for the participants, portrayed through three themes as follows: a) Meeting vulnerability, discomfort and emotional pain, b) Collaboration with relatives, and c) Struggling to perform professional care. Within each theme, we provide a variety of ethically challenging situations in older people care. The findings represent the participants’ written experiences and reflections upon how they manage the situation and their effort to provide the best possible care.Conclusions: Health care professionals’ ethical competences may develop when reflecting upon their care performance. Therefore, building ethical competence should be a priority in education of healthcare professionals and in clinical practice. We acknowledge that ethical reflection does not automatically improve care quality, although we find that it fosters increased awareness of one’s action, and as such, it can act as a potential for change.Implications for practice: How nurses reflect upon and manage challenging situations indicates that quality in care is possible despite scarce resources, and this may contribute to reduce ageism and encourage health care personnel to be willing to work in older people care.

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Section: Ethical Re Ection In Educationmentioning

confidence: 99%

Norwegian Nurses’ Reflections Upon Experiences of Ethical Challenges in Older People Care - A Qualitative Thematic Analysis

Rykkje

Holm

Hem

2020

Preprint

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“…[4,20] Others recommended that students adopt either a free writing approach or open-ended questions. [7,10] Literature indicates that faculty guidance can help students develop reflective skills. [1,4,8,9] Several models exist to assist students in their reflective journaling.…”

Section: Use Of Promptsmentioning

confidence: 99%

“…Hendrix, O'Malley, Sullivan, and Carmon [24] noted that students valued the following attributes in journaling (in descending order of importance): time, anonymity, semi-structured or open free-form and receiving feedback at least one time from faculty members. Ruiz-Lopez et al [10] recommended that students adopt a free writing approach or be guided by open-ended questions.…”

Section: Challenges For Effective Journalingmentioning

confidence: 99%

“…Effective journaling requires appropriate input from faculty as well as time commitment. [4,6,9,10,24] In order to monitor the quality of entries, faculty should offer feedback over short time periods, and the feedback needs to be constructive in nature. Feedback fosters a dialogue between faculty and students.…”

Section: Faculty Rolementioning

confidence: 99%

“…These include open reflective journaling, [9] prompted journaling, [6] and freestyle journaling. [7,10] Though there are some recommendations in literature, there is a lack of conclusive research defining the most effective style of journaling for data collection or educational reflection. No studies were found that determined which types of specific prompts would produce rich reflections.…”

Section: Introductionmentioning

confidence: 99%

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To prompt or not to prompt: A descriptive study of journaling practices used by nursing students during study abroad trips

Chaponniere

Hall²

2019

JNEP

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Background: Reflective journaling has been widely used as an education tool. Minimal research has occurred to determine whether prompted or open format journaling nurtures cultural competence.Methods: The efficacy of journal prompts as a pedagogical tool was assessed in this descriptive study. Undergraduate nursing students (N = 49) reflected on their clinical experiences during 2-week trips to Ghana over 4 years (2013-2016). The 1st, 2nd and 4th trip, students were assigned open reflective journaling. The 3rd trip, students were given prompted questions to answer. Entries were coded using Atlas.ti 7.Results: The prompted format produced shorter entries with less rich and reflective substance. Some entries only allowed for two codes. Unprompted entries provided up to 28 codes.Conclusions: During cross-cultural encounters, unprompted journaling may produce the richest results. When prompts are used, the format needs to be carefully selected to facilitate transformative learning.

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Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course

O’Loughlin

Griffith

2020

Anatomical Sciences Ed

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Reflective writing (such as minute papers, journaling, or blogs) may help students monitor and self‐regulate their learning throughout the progression of a course. In addition, instructors may assess the development of student metacognition and their understanding of the subject matter through evaluation of this writing. Previously, the researchers examined how the use of “blogs” (online journals) in an upper level human anatomy course may improve student metacognition in understanding human anatomy. The original sample was small (20 students) but indicated students became more cognizant of their strengths and weaknesses in mastering anatomy as the semester progressed. This current research examines another cohort of students (36 students) in the same undergraduate class. These students reviewed 10 radiology online cases each throughout the semester and then reflected about their understanding of the anatomy, pathology and medical imaging interpretation in online blogs. Researchers scored each line of each blog, using the codebook that was developed from a grounded theory approach. As with the pilot study, the students in the larger sample also became more confident and assessed their skill in identifying anatomical structure more positively as the semester progressed. Early in the semester, student blogs expressed more anxiety and confusion about the anatomical material, and students tended to rely on guessing to solve the cases. By the end of the semester, guessing was replaced by methodical deduction for solving the cases and students were able to accurately assess their understanding of anatomy. The use of blogs (reflective writing) allowed the researchers to evaluate the improvement in student metacognition using a grounded theory approach.

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The use of reflective journaling as a learning strategy during the clinical rotations of students from the faculty of health sciences: An action-research study

Cited by 35 publications

References 8 publications

Norwegian Nurses’ Reflections Upon Experiences of Ethical Challenges in Older People Care - A Qualitative Thematic Analysis

Norwegian Nurses’ Reflections Upon Experiences of Ethical Challenges in Older People Care - A Qualitative Thematic Analysis

To prompt or not to prompt: A descriptive study of journaling practices used by nursing students during study abroad trips

Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course

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