Sabinet | Is journaling empowering? Students&apos; perceptions of their reflective writing experience : research
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Keyword(s) : Critical reflective practice, Critical thinking, Empowerment, Reflection and Reflective journals
Rent: Rent this article for Abstract HTML Metrics Related Content Abstract &apos;n Opvoedkundige program vir Suid-Afrikaanse verpleegkundiges van verskillende kulture, gebaseer op &apos;n model vir kritiese ondersoek van taakverrigting (Van Aswegen, 1998), het tot hierdie navorsing aanleiding gegee. Hierdie kwalitatiewe beskrywende navorsing poog om te bepaal hoe belangrik na-basiese verpleegkundiges die bydrae van verslagdoening tot die verbetering van die kritiese ondersoek van taakverrigting ag. Hierdie studie het ontstaan vanweë die behoefte van &apos;n departement van verpleegkunde aan &apos;n universiteit van tegnologie om op die beperkinge van nabasiese verpleegkundige studente se opvoedkundige navorsingsraamwerke te reageer. Voorheen het hierdie studente bekwaamheid in die take van verpleging hoër as kennis van verpleging geag. Reflektiewe joernale is bekendgestel as &apos;n opvoedkundige strategie binne &apos;n model vir kritiese reflektiewe praktyk (Van Aswegen, 1998) om onafhanklike denke vir verbeterde professionele praktyk te bevorder en om "diep" leer te ondersteun en vol te hou. In hierdie kwalitatiewe beskrywende studie wat vier jaar geduur het is die inhoudsanalise van die selfevaluerings van 110 joernale van studente bestudeer. Daar is gepoog om die waarde te bepaal wat deeltydse nabasiese studente in Verpleegkunde op die skryf van &apos;n joernaal plaas. Dit is gedoen met die oog op die bevordering van kritiese reflektiewe praktyk. Die navorsing het bevind dat oop-einde-reflektiewe joernale selfgerigte leer bevorder het. Die skryf van &apos;n joernaal is beskou as &apos;n moeilike, tydrowende en lang proses wat hoë eise aan studente gestel het in die lig van werk- en sosiale verpligtinge. Desnieteenstaande is dit gesien as &apos;n wyse om selfinsig en selfontwikkeling te bevorder en as &apos;n moontlike strategie vir lewenslange leer. End
South African health care organisations are faced by enormous challenges. Responsive measures must include employing nurse practitioners who can think critically and creatively and who can make appropriate decisions that do not necessarily fit into theory learned within a formal educational system. This study arose out of the need for a university of technology nursing department to respond to limitations imposed by traditionally-formed educational frames of reference of post-basic nurse practitioner students that historically rated proficiency in the tasks of nursing above that of knowing nursing. Reflective journals were introduced as an educational strategy within a model for critical reflective practice (Van Aswegen, 1998) to promote independent thinking for improved professional practice and support and sustain &apos;deep&apos; learning. This four-year qualitative descriptive study, using content analysis of 110 student journal self-evaluations, seeks to determine the value part-time post-basic nursing students place on journaling as a means of enhancing critical reflective practice. The findings of the study suggest that open-ended reflective journals encouraged self-directed learning. Despite journaling being perceived as an arduous, time-consuming exercise particularly in the light of concomitant learning, occupational and social commitments, it was seen as a means of promoting self-insight and self-development and as a viable strategy for life-long learning. End
Persistent Link : http://hdl.handle.net/10520/EJC34962