Epp Sheila
Faculty of Health and Social Development, School of Nursing, University of BC Okanagan, 3333 University Way, Kelowna BC, V1V 1V7, Canada.
Int J Nurs Stud. 2008 Sep;45(9):1379-88. doi: 10.1016/j.ijnurstu.2008.01.006. Epub 2008 Mar 5.
The purpose of this literature review was to ascertain the evidence for the use of reflective journaling as a tool to promote the pedagogical strategy of reflection for the purpose of learning from practice for practice in undergraduate nursing education.
Concept-centric.
The literature review involved structured searches of all OVID gateway databases, EBSCO host databases, and Blackwell Synergy. Qualitative and Quantitative Studies from 1992 to 2006 were included if they focused on reflective journaling in undergraduate clinical education.
Due to the vast plethora of literature on reflection, keywords were utilized to focus the search. Approximately 150 abstracts were reviewed for primary sources of research. A total of nine studies met the inclusion criteria. The review subsequently divided the literature into four content themes allowing for appraisal and analysis of the findings, followed by summary and key recommendations for nursing education and research.
There was evidence that educators struggle to incorporate reflective processes into education; however, the research provided rationale and support for engaging undergraduate students in the reflective process. Researchers found reasonable levels of reflection in undergraduate students' journaling and educators reported students' learning as a result of reflective journaling. Further to this, there was evidence that writing reflectively improved over time; a learned skill also dependent on a good facilitator and trust. Unfortunately, there was a paucity of research that explored the undergraduate nurses' experiences with the process of having to create written communication, with a critical reflective focus on practice.
Nursing educators are correct in pursuing the teaching and learning of the reflective process in undergraduate nursing education. Nurse educators need to utilize various tools and strategies for facilitating the growth of undergraduate students into reflective practitioners. Indeed there was only limited evidence to support reflective journaling as an appropriate tool to promote reflection for the purpose of learning from practice for practice in undergraduate nursing education. Research that provides insight into the undergraduate student experience and perceptions of reflective journaling is needed to facilitate the structuring and use of reflective journaling as a tool in undergraduate nursing education.
本综述的目的是确定使用反思日志作为一种工具的证据，该工具用于促进反思的教学策略，以便在本科护理教育中从实践中学习并应用于实践。
以概念为中心。
本综述对所有OVID网关数据库、EBSCO主机数据库和Blackwell Synergy进行了结构化检索。纳入了1992年至2006年期间的定性和定量研究，这些研究聚焦于本科临床教育中的反思日志。
由于关于反思的文献数量众多，因此使用关键词来聚焦搜索。对大约150篇摘要进行了审查以获取主要研究来源。共有9项研究符合纳入标准。该综述随后将文献分为四个内容主题，以便对研究结果进行评估和分析，随后对护理教育和研究进行总结并提出关键建议。
有证据表明教育工作者难以将反思过程纳入教育；然而，该研究为让本科生参与反思过程提供了理论依据和支持。研究人员在本科生的日志中发现了合理水平的反思，教育工作者报告称学生通过反思日志实现了学习。除此之外，有证据表明反思性写作会随着时间推移而改进；这是一项习得技能，还依赖于优秀的促进者和信任。不幸的是，很少有研究探讨本科护士在必须进行书面交流过程中的经历，且这种书面交流以对实践的批判性反思为重点。
护理教育工作者在本科护理教育中推行反思过程的教学是正确的。护理教育工作者需要利用各种工具和策略来促进本科生成长为反思性从业者。实际上，仅有有限的证据支持反思日志作为一种合适的工具，用于在本科护理教育中促进反思，以便从实践中学习并应用于实践。需要开展研究以深入了解本科生对反思日志的体验和看法，从而便于将反思日志作为本科护理教育中的一种工具进行构建和使用。
