Ritchie Mary Ann
College of Nursing, Villanova University, Villanova, PA, USA.
J Spec Pediatr Nurs. 2003 Jan-Mar;8(1):5-12. doi: 10.1111/j.1744-6155.2003.tb00178.x.
To explore how journal writing promotes and fosters an ongoing dialogue between students and faculty during an acute care pediatric clinical experience.
Unstructured, self-report data were collected via students' clinical journal entries and during a focus group interview. Content analysis was used to identified recurrent themes.
Two themes were generated: building a bond of trust and saving face.
The findings have implications for preceptors of nursing professionals. Implementing journal writing as a component to teaching-learning in the practice environment provides a means to recognize the affective outcomes of learning, such as increasing self-awareness and professional growth.
探讨在儿科急症护理临床实习期间，日志写作如何促进并培养学生与教师之间持续的对话。
通过学生的临床日志记录以及焦点小组访谈收集无结构的自我报告数据。采用内容分析法来确定反复出现的主题。
产生了两个主题：建立信任关系和保全面子。
这些发现对护理专业的带教老师具有启示意义。将日志写作作为实践环境中教学的一个组成部分，提供了一种认识学习情感成果的方法，比如增强自我意识和促进专业成长。
