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Scaffolding reflective journal writing - negotiating power, play and position
1Department of Nursing, Durban University of Technology, Durban, KwaZulu Natal, South Africa. maureenh@dut.ac.za
Nurse Education Today
|August 19, 2007
Summary
Implementing critical reflective practice in nursing education requires supportive structures. Students value reflective writing but need regular, sensitive feedback and validation for deep learning and transformatory change.
Area of Science:
- Nursing Education
- Qualitative Research
- Action Research
Background:
- A critical reflective practice model was implemented in a three-year qualitative study.
- Reflective journals were used as an educational strategy to foster deep, transformatory learning.
- Supportive structures, including critiquing, self-evaluation, and negotiation, were investigated.
Purpose of the Study:
- To establish the implementation of a critical reflective practice model.
- To explore how scaffolding deep learning through reflective writing is enhanced by supportive structures.
- To understand student perceptions of reflective writing strategies mid-way through their academic year.
Main Methods:
- A three-year qualitative action-research design.
- Multi-method approach including reflective journals.
- Focus on perceptions of three groups of part-time, post-basic South African nursing students.
Main Results:
- Students found reflective writing challenging but recognized its value.
- Students require regular, specific, and sensitive critical responses and follow-up support.
- Self-evaluation for idea ownership proved difficult, needing constant support and validation.
Conclusions:
- Transformatory learning through reflective writing demands significant student effort and educator support.
- Educators' assumptions about reflective practice present challenges for implementation.
- A re-evaluation of the student-educator power balance is necessary to support deep learning.
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