Ibarreta Gloria I, McLeod Linda
Nursing Faculty, Nursing Education Program of Saskatchewan, Nursing Division, Saskatchewan Institute of Applied Science and Technology, Kelsey Campus, Saskatoon, Saskatchewan, Canada.
J Nurs Educ. 2004 Mar;43(3):134-7. doi: 10.3928/01484834-20040301-02.
Journal writing is one of many strategies that can help promote learning in a process-oriented curriculum. This article explores the experience of implementing journal writing as an expectation of second-year baccalaureate nursing students in a clinical practicum. Faculty had a vital role in facilitating this experience. The journals provided a medium within which students explored in depth significant events that occurred in their practicum. Their analysis of these events included application of theoretical frameworks and concepts that supported and strengthened the arguments made in the journals. Students responded very favorably to their experiences in journal writing. In the evaluation of this experience, students reported increased abilities in critical thinking and self-directed learning. These two important concepts complement each other in the students' learning processes.
撰写日志是有助于在以过程为导向的课程中促进学习的众多策略之一。本文探讨了在临床实习中将撰写日志作为本科二年级护理专业学生的一项要求的实施经验。教师在推动这一经验方面发挥了至关重要的作用。日志为学生提供了一个媒介，使他们能够深入探究在实习中发生的重大事件。他们对这些事件的分析包括应用理论框架和概念，这些理论框架和概念支持并强化了日志中提出的论点。学生们对撰写日志的经历反应非常积极。在对这一经历的评估中，学生们报告称批判性思维和自主学习能力有所提高。这两个重要概念在学生的学习过程中相辅相成。
