Journaling: a quasi-experimental study of student nurses' reflective learning ability

Area of Science:

• Nursing Education
• Clinical Psychology
• Health Professions Education

Background:

• Reflective journaling is a strategy to develop critical thinking in clinical education.
• It nurtures critical thinker qualities and promotes thoughtful nursing practice.

Purpose of the Study:

• To assess the effectiveness of reflective journaling in fostering reflective learning among first-year nursing students.
• To compare the reflective learning outcomes between students who journal and those who do not.

Main Methods:

• A quasi-experimental design was employed with an experimental group (journaling) and a control group (no journaling).
• The experimental group journaled clinical experiences for eight weeks.
• Data were analyzed using descriptive statistics and Fisher's Exact Test.

Main Results:

• The experimental group showed significant improvement in exploring alternatives for action (p < 0.10) and formulating future responses (p < 0.05).
• No significant differences were found in describing experiences, exploring feelings, evaluating, or interpreting meaning between the groups.

Conclusions:

• Reflective journaling positively impacts specific critical thinking skills in nursing students.
• Continued support and guidance are recommended to maximize the benefits of reflection in clinical education.