Paterson B L
Nurse Educ Today. 1995 Jun;15(3):211-20. doi: 10.1016/s0260-6917(95)80108-1.
There is a pressing need in today's world for nurses who are willing and able to transform health care. Teaching strategies that foster reflection are in order. The use of dialogue journals has been widely reported in the nursing literature as an effective strategy for assisting students to reflect about learning experiences in the clinical area. Despite the promise that journal writing will enhance students' ability to reflect on their clinical learning experiences, not all students respond positively to journal writing as a learning tool. The paper is a discussion of some of the common difficulties that arise in the use of clinical journals as a reflective strategy in nursing education. Common problems in the use of clinical journals include procrastination; superficial, nonreflective entries; waning enthusiasm about the activity; and unwillingness or inability to reflect. The possible etiologies for these problems will be explored. Specifically, the paper will focus on ways to prevent or minimize these concerns by maintaining and enhancing the factors required for students to reflect in clinical journals.
当今世界迫切需要愿意且有能力变革医疗保健的护士。培养反思能力的教学策略势在必行。在护理文献中，使用对话日志已被广泛报道为一种有效的策略，可帮助学生反思临床领域的学习经历。尽管日志写作有望提高学生反思临床学习经历的能力，但并非所有学生都对将日志写作作为一种学习工具做出积极反应。本文讨论了在护理教育中使用临床日志作为反思策略时出现的一些常见困难。使用临床日志的常见问题包括拖延；记录内容肤浅、缺乏反思；对该活动的热情逐渐消退；以及不愿意或无法进行反思。将探讨这些问题可能的病因。具体而言，本文将重点关注通过维持和增强学生在临床日志中进行反思所需的因素来预防或尽量减少这些问题的方法。
