title: The use of reflective journals in the promotion of reflection and learning in post-registration nursing students.
abstract: The aim of this qualitative case study was to examine the use of reflective journals in promoting reflection and learning in post-registration nursing students. A purposive homogenous sample of 42 part-time post-registration students who had undertaken a module either as part of the Diploma in Professional Studies in Palliative Care or Breast Care Nursing within a UK University took part in the study. Data were collected from reflective journals and interviews. The students' journals were analysed to determine the extent and level of reflection using a model devised by Boud [Boud, D., Keogh, R., Walker, D. (Eds.), 1985. Reflection: Turning Experience into Learning. Kogan Page, London] and adapted by Wong [Wong, F.K.Y., Kember, D., Chung, L.Y.F., Yan, L., 1995. Assessing the levels of student reflection from reflective journals. Journal of Advanced Nursing 22, 48-57]. A model devised by Mezirow [Mezirow, J., 1990. How critical reflection triggers transformative learning. In: Mezirow, J. et al. (Eds.), Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. Jossey-Bass, San Francisco, pp. 1-20; Mezirow, J., 1991. Transformative Dimensions of Adult Learning. Jossey-Bass, San Franscisco] was used to identify non-reflectors, reflectors and critical reflectors. The findings suggest that student writing can be used as evidence for the presence or absence of reflective thinking. Evidence also suggests that journals are a useful tool for promoting reflection and learning. However, some students appear to benefit more from their use than others.
authors.affiliation: University of Huddersfield, Queensgate, Huddersfield HD1 3DH, West Yorkshire, United Kingdom. k.d.chirema@hud.ac.uk
authors.forename: Kathleen D
authors.initials: KD
authors.lastname: Chirema
mesh_terms: D001291:Attitude of Health Personnel; D002983:Clinical Competence; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D004644:Emotions; D005181:Faculty, Nursing; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D017145:Models, Educational; D008960:Models, Psychological; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009736:Nursing Process; D009740:Nursing Staff / Q000193:education* / Q000523:psychology; D011231:Preceptorship / Q000458:organization & administration; D011361:Professional Competence; D036301:Qualitative Research; D012944:Social Support; D013338:Students, Nursing / Q000523:psychology; D011795:Surveys and Questionnaires; D013850:Thinking; D006113:United Kingdom; D014956:Writing