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Reflection-on-practice: enhancing student learning

G Richardson¹, H Maltby

¹School of Nursing, Edith Cowan University, Perth, Australia.

Journal of Advanced Nursing

|August 1, 1995

Summary

Reflective diaries help nursing students learn, but most reflections focus on basic experiences. Some students, however, achieved higher levels of critical thinking in their reflective practice.

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Area of Science:

Nursing Education
Healthcare Practice
Reflective Learning

Background:

Reflective diaries are recognized tools for enhancing student learning and self-assessment in clinical settings.
This study examines the application of reflective diaries among undergraduate nursing students during community health care practice.

Purpose of the Study:

To investigate the levels of reflectivity achieved by undergraduate nursing students using reflective diaries.
To analyze the effectiveness of reflective diaries as a tool for self-assessment in nursing education.

Main Methods:

The study involved 30 undergraduate nursing students.
Reflective diaries were used during a community health care practice period.
Mezirow's levels of reflectivity, adapted by Powell, were used to analyze the diary entries.

Main Results:

Students demonstrated reflection according to Mezirow's levels.
The majority of reflections (94%) occurred at lower levels of reflectivity.
Despite this, 22 out of 30 students reached higher levels, including conceptual and theoretical reflectivity.

Conclusions:

Reflective diaries are valuable for nursing students' practice and learning.
While lower-level reflections are common, higher-level critical thinking is attainable.
Further strategies may be needed to consistently promote advanced reflectivity in nursing students.

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