Reflective journal writing: how it promotes reflective thinking in clinical nursing education: a students' perspective.
According to the outcomes-based education and training system of education (OBET) in the country and the South African Nursing Council, education should focus on "creating" reflective learners and practitioners. This article seeks to determine the effectiveness of reflective journal writing in promoting the reflective thinking of learners in clinical nursing education and to validate the guidelines described in a bigger study on how to facilitate reflective thinking using reflective journal writing. A qualitative, contextual, explorative, descriptive research design was used to determine the learners' perceptions on whether reflective journal writing did promote their higher-level thinking skills during the six-month placement in a psychiatric clinical practice using the reflective diaries. From a population of seventeen fourth-year students, six volunteered to participate in a focus group interview. The data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:154-156). Positive and negative results from the perceptions of the participants and a literature review served as a basis for deducing and describing guidelines for the effective use of reflective journal writing in promoting reflective thinking in clinical nursing education. The positive perception was the development of problem-solving skills attained through reflection by using analytical critical thinking, synthesis and the evaluation of situations. Self-evaluation leading to intellectual growth and self-awareness indicated a positive perception. Negative perceptions were that reflective journal writing is time consuming, content based with a lack of clear expectations from the teacher, and distrust of students about the information written. Guba's model of ensuring trustworthiness in qualitative research as described in Krefting (1991:215-222) was employed. It is concluded that reflective journal writing in clinical nursing education does promote reflective thinking and learning. The use of the developed guidelines will minimise the negative perceptions. It is recommended that the guidelines be used in basic training at all levels of training to attain the objective of nursing education and training, which is to produce a critical, analytical thinker through reflection to improve practice.
Kok
J
J
Department of Nursing Science, RAU.
Chabeli
M M
MM
D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards*; D004508:Education, Nursing, Baccalaureate / Q000379:methods* / Q000592:standards; D017144:Focus Groups; D017408:Guidelines as Topic; D006801:Humans; D008128:Logic; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009736:Nursing Process; D017063:Outcome Assessment, Health Care; D011340:Problem Solving; D012647:Self-Assessment; D013019:South Africa; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods / Q000592:standards; D013850:Thinking; D014956:Writing