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Thinking aloud on paper: an experience in journal writing
Gloria I Ibarreta1, Linda McLeod
1Nursing Faculty, Nursing Education Program of Saskatchewan, Nursing Division, Saskatchewan Institute of Applied Science and Technology, Kelsey Campus, Saskatoon, Saskatchewan, Canada. IBARRETA@siast.sk.ca
The Journal of Nursing Education
|April 10, 2004
Summary
Journal writing in nursing education enhances critical thinking and self-directed learning. This strategy helps students analyze clinical experiences and apply theoretical concepts effectively.
Area of Science:
- Nursing Education
- Pedagogy
Background:
- Journal writing is a pedagogical strategy to support learning in process-oriented curricula.
- Implementing reflective practices is crucial for developing clinical competencies.
Purpose of the Study:
- To explore the implementation and impact of journal writing among second-year baccalaureate nursing students in a clinical practicum.
- To assess the role of faculty in facilitating this learning experience.
Main Methods:
- Qualitative exploration of student experiences with journal writing during clinical practicum.
- Faculty facilitation of journal writing as an integral part of the curriculum.
Main Results:
- Students utilized journals to deeply analyze significant clinical events.
- Journal entries integrated theoretical frameworks and concepts, strengthening analytical arguments.
- Students reported highly favorable experiences with journal writing.
Conclusions:
- Journal writing significantly enhanced nursing students' critical thinking abilities.
- The practice fostered the development of self-directed learning skills in students.
- Critical thinking and self-directed learning were observed to be complementary in the students' educational process.