Perceptions of the use of reflective learning journals in online graduate nursing education.
The purpose of this study was to examine the perceptions of graduate nursing students and a small sample of faculty regarding learning outcomes associated with reflective learning journals (RLJ) in online education. Reflective journaling is used extensively in nursing curricula, yet few studies have explored perceptions of learning outcomes with online students, specifically those preparing to become nurse educators.An electronic survey was developed utilizing items associated with four learning outcomes of reflective journaling: professional development, personal growth, empowerment, and facilitation of the learning process. Positive outcomes such as the connection between theory and practice, recognition of strengths and weaknesses, and integration of new ideas and concepts were identified. Obstacles included the amount of time needed for reflection and grading, and the development of trust between students and faculty. The results of this study indicate that graduate students and faculty perceive positive learning outcomes with the use of reflective journals in online education.
Langley
Malinda E
ME
Cape Fear Valley Health System, Fayetteville, North Carolina, USA. mlangley3@nc.rr.com
Brown
Sylvia T
ST
D000328:Adult; D001291:Attitude of Health Personnel; D003194:Computer-Assisted Instruction / Q000379:methods*; D003479:Curriculum; D004511:Education, Nursing, Graduate / Q000379:methods*; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009742:Nursing Theory; D009862:Online Systems; D015397:Program Evaluation; D015144:Southeastern United States; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking; D013997:Time Factors; D014956:Writing