Langley Malinda E, Brown Sylvia T
Cape Fear Valley Health System, Fayetteville, North Carolina, USA.
Nurs Educ Perspect. 2010 Jan-Feb;31(1):12-7.
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.
本研究的目的是调查护理学研究生以及一小部分教员对于在线教育中与反思学习日志（RLJ）相关的学习成果的看法。反思日志在护理课程中被广泛使用，但很少有研究探讨在线学生，特别是那些准备成为护理教育工作者的学生对学习成果的看法。通过与反思日志的四个学习成果相关的项目开发了一项电子调查：专业发展、个人成长、赋权和促进学习过程。确定了诸如理论与实践之间的联系、对优势和劣势的认识以及新思想和概念的整合等积极成果。障碍包括反思和评分所需的时间，以及学生和教员之间信任的建立。本研究结果表明，研究生和教员认为在在线教育中使用反思日志能带来积极的学习成果。
