Karera A, Kalondo L, Amkongo M, Izaacs L
Department of Radiography, School of Allied Health Sciences, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, P.O Box 13301, Windhoek, Namibia.
Radiography (Lond). 2023 Aug;29(5):950-955. doi: 10.1016/j.radi.2023.07.009. Epub 2023 Aug 1.
Reflective journaling is a widely recognised method of engaging in reflective practice, whereby individuals document their critical analysis of past experiences or actions, focusing on the implications and lessons learned for future application. In radiography and other healthcare professions, reflective practice is considered essential for professional development and should be cultivated during training. This study aimed to explore the experiences of senior radiography students in utilising the reflective journal as a clinical learning tool.
This study employed a phenomenological research design, with the study participants being third and fourth-year radiography students. Data collection took place after the introduction of reflective journaling, with nineteen participants having utilised the reflective journal daily, for a minimum of eight months. Individual interviews were conducted after obtaining the participants' consent. The collected data were analysed using Atlas. ti (version 9.3), guided by the content analysis framework.
The study revealed that participants experienced adaptation, characterised by reflective adaptation and process adaptation when utilising the reflective journal. Participants also encountered reflective barriers, including personal expression bias, inconsistent feedback, rumination overload, and impulsive practice dominance.
The findings demonstrate the benefits of reflective journaling in promoting critical thinking and reflective practice among radiography students. It is therefore recommended that this practice be fully embraced as a standard clinical component. Additionally, the frequency of reflections should be reviewed to ensure effectiveness and consistent feedback should be provided to enhance skills development.
The findings contribute further evidence to support the incorporation of reflective journaling in clinical training to promote critical thinking and reflective practice.
反思性日志是一种广泛认可的参与反思性实践的方法，通过这种方法，个人记录他们对过去经历或行为的批判性分析，重点关注对未来应用的影响和经验教训。在放射学和其他医疗保健专业中，反思性实践被认为对专业发展至关重要，应在培训期间加以培养。本研究旨在探索放射学高年级学生将反思性日志用作临床学习工具的体验。
本研究采用现象学研究设计，研究参与者为放射学专业三年级和四年级学生。在引入反思性日志之后进行数据收集，19名参与者每天使用反思性日志，至少持续8个月。在获得参与者同意后进行个人访谈。收集到的数据在内容分析框架的指导下，使用Atlas.ti（9.3版）进行分析。
研究表明，参与者在使用反思性日志时经历了适应过程，其特点是反思性适应和过程适应。参与者还遇到了反思障碍，包括个人表达偏见、反馈不一致、反复思考过度和冲动性实践占主导。
研究结果证明了反思性日志在促进放射学学生批判性思维和反思性实践方面的益处。因此，建议将这种做法作为标准临床组成部分全面采用。此外，应审查反思的频率以确保有效性，并应提供一致的反馈以促进技能发展。
这些研究结果为支持将反思性日志纳入临床培训以促进批判性思维和反思性实践提供了进一步的证据。
