The use of reflective journals in the promotion of reflection and learning in post-registration nursing students

Abstract

Reflective journal writing has frequently been used in nursing and other health care fields as an educational strategy to promote reflection and learning. Although reflective journal writing is recognised as a valuable tool to promote students' learning, very little research has been undertaken to evaluate its use. The overall aim of this study is to examine the use of reflective journals in the promotion of reflection and learning in post-registration nursing students. In order to achieve that aim a qualitative descriptive case study design was utilised to examine four objectives. The first was to analyse reflective journals completed by students during a period of learning in order to determine the extent and level of reflection achieved. The second, to examine the use of reflective journals as an educational strategy for facilitating learning in the practice setting. Thirdly, there was the intention to examine the nature and content of guidelines given to students with regard to the use of a reflective journal, and fourthly, to examine the support given to students by preceptors in relation to completing a reflective journal during their practice experience.A purposive homogenous sample of eighty one part-time post-registration nursing students undertaking one of four modules, either as part of the Diploma in Professional Studies in Palliative Care Nursing or the Diploma in Breast Care Nursing during one semester constituted the total sample. Forty-two students agreed to participate in the research.Data were collected from reflective journals completed during one module and by interviews with fifteen students, two teachers and three preceptors.Forty-two journals were analysed to determine the extent and level of reflection using a model devised by Boud et al. [1985] and adapted by Wong et al. [1995]. A model devised by Mezirow [1990] was used to identify the non-reflectors, reflectors, and critical reflectors.The findings suggest that student writing can be used as evidence for the presence or absence of reflective thinking. Allocating students to the three categories of non-reflector, reflector and critical reflector was possible. However, identifying textual elements within the journals and allocating them to the finer levels of reflection was more difficult and less reliable. Evidence suggests overall that journals are a useful tool for promoting reflection and learning. However, some students appear to benefit more from journals than others. Approximately two thirds of the respondents were able to demonstrate varying levels of reflection and were classified as either reflectors or critical reflectors. The remaining one third of the respondents were unable to demonstrate any levels of reflection. Overall respondents expressed positive views, regarding the use of reflective journals. However, a small number found writing challenging and some questioned their use. Some respondents preferred to talk about their reflections rather than write them in a journal. The importance of receiving clear guidance...

A theoretically-based coding system to guide assessment and evaluation of affective learning

“…[14] Chirema investigated the use of reflective journals in the promotion of reflection and learning in nursing students. [15] Within her study, she conducted interviews of both students, teachers and preceptors. Students in particular identified the use of reflective journal writing to create new ideas which link theory and practice as well as enhancing their awareness of the learning they have achieved along with its application.…”

El diario del estudiante de enfermería en la práctica clínica frente a los diarios realizados en otras disciplinas. Una revisión integradora

“…• Desarrollo de la autoconciencia (26,35,36), de la responsabilidad y la confianza en sí mismo (37).…”

“…Compartir pensamientos y sentimientos puede producir en el estudiante un cierto grado de incomodidad (19,29,35) que puede determinar que la experiencia descrita en el diario no sea completa (17,36,41). Por tanto, es indispensable la creación de un ambiente de confianza en el que el estudiante pueda escribir de forma honesta y sin temor a represalias (2,9,24,33,36,47).…”

“…Si, por el contrario, su realización tiene un efecto sobre la nota final, lo reflejado en las entradas del diario puede verse modificado por el deseo del estudiante de recibir una alta calificación (26,58), intentando averiguar lo que el profesor quiere que se incluya (9,30,42). Si el diario es un instrumento importante para el aprendizaje del estudiante ha de haber alguna forma de seguimiento de su efecto y, por tanto, deben establecerse criterios fiables para detectar que lo se está realizando (35).…”

Las prácticas simuladas en la formación de enfermeros

“…De esta manera, va a construir criterios para identificar la mejor manera de proceder en situaciones complejas e internalizar distintas formas de indagación sobre lo sucedido para que se adaptadas de manera reflexiva en la práctica profesional. lisis y presencia o ausencia del pensamiento reflexivo por parte del estudiante (17).…”