Author(s): Chirema KD
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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.
This article was published in Nurse Educ Today
and referenced in Journal of Neonatal Biology