Reflective journal writing in nurse education: whose interests does it serve?

Area of Science:

• Nursing Education
• Higher Education Pedagogy
• Critical Theory in Education

Background:

• Reflective journal writing has gained significant traction in academic settings over the last decade.
• Its integration into nursing curricula is widespread, often presented as a standard pedagogical tool.

Purpose of the Study:

• To critically examine the practice of reflective journal writing in university nursing courses.
• To problematize the uncritical adoption of journal writing by analyzing its underlying power dynamics.

Main Methods:

• Analysis of reflective journal writing through the theoretical frameworks of critical theory.
• Exploration of journal writing using post-structuralist perspectives.
• Case study approach involving the experiences of two university lecturers.

Main Results:

• The uncritical implementation of reflective journaling can establish problematic power relationships within educational settings.
• Theoretical lenses reveal inherent complexities and potential unintended consequences of this practice.
• Nurse academics are challenged to critically evaluate the role and impact of journal writing.

Conclusions:

• Nurse educators must move beyond the uncritical acceptance of reflective journaling.
• A critical and theoretical examination is necessary to understand and mitigate potential power imbalances.
• Rethinking the pedagogical use of reflective journals is crucial for ethical and effective nursing education.