Reflective Journaling for Critical Thinking Development in Advanced Practice Registered Nurse Students

Raterink, Ginger

doi:10.3928/01484834-20160114-08

Cited by 26 publications

(15 citation statements)

References 3 publications

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“…The literature on reflective writing is abundant in the fields of nursing and medical education, but much less so in dental education. [12][13][14][15] To the authors' knowledge, a systematic review to determine how reflective writing within a dental education program impacts students' critical thinking skills and learning has not been conducted to determine its effectiveness as an intervention. The literature that does exist, however, shows promising results.…”

Section: Introductionmentioning

confidence: 99%

Reflective writing in dental education to improve critical thinking and learning: A systematic review

Woldt

Nenad

2021

Journal of Dental Education

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The Commission on Dental Accreditations states that "graduates must be competent in the use of critical thinking and problem-solving." With this in mind, dental education programs continually strive to enhance and deepen these skills by incorporating effective instructional strategies into the curriculum. To do this, predoctoral dental education has used a variety of techniques including problembased learning, OSCEs, and standardized patient activities. Another technique, while less popular but potentially more effective if done well, is reflective writing. This study aimed to assess the effect of reflective writing on students' critical thinking skills and learning in dental education programs. Two database searches conducted between 2000 and 2019 resulted in 317 articles after the initial screening. Ultimately, 13 articles met inclusion criteria. The following recurring factors were identified for inclusion in dental education reflective writing initiative: reflective writing interventions, reflective writing instructions, writing prompts, evaluation frameworks, and negative perceptions of reflective writing. In answering the key aim of this review, 12 of the 13 studies determined that reflective writing had a positive impact on students' critical thinking, judgment, and/or learning. Key findings included positive effects on student growth in reflection, learning through reflective writing, reflection skills, self-assessment, critical thinking, clinical reasoning, problem solving, and motivation to change after evaluated experiences. The review indicated that dental education programs, which implemented reflective writing as an assessment tool within the curriculum as a means of developing and deepening critical thinking skills and learning were by and large successful in this effort.

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Section: Introductionmentioning

confidence: 99%

Reflective writing in dental education to improve critical thinking and learning: A systematic review

Woldt

Nenad

2021

Journal of Dental Education

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“…Self-reflection is a fundamental component of nursing education and is defined as a "deliberate process of critically thinking about a clinical experience to develop insights and transform clinical practice" (Miraglia & Asselin, 2015, p. 70). Through clinical experiences, simulations, journaling, and debriefings, students develop critical thinking skills (Raterink, 2016). In one of the studies in this review, student nurse's perceptions improved following clinical experiences with patients affected by HAU/SUD (Mahmoud et al, 2019).…”

Section: Implications For Nursing Practicementioning

confidence: 96%

Identifying the Assumptions and Bias That Affect Screening and Brief Interventions for Harmful Alcohol Use

Johnston

2021

J Am Psychiatr Nurses Assoc

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Background: Screening for harmful alcohol use (HAU) is standard in clinical settings; however, self-reports of the quantity/frequency of use are often inconsistent with population survey data and objective assessment. Inaccuracies of self-reported alcohol use prompt exploration of patients’ reluctance to share this information with their health care providers. Objectives: The purpose of this article is to identify the assumptions and biases that affect screening and brief interventions for HAU. Method: A total of 22 research articles were selected for a systematic review of the literature. The studies included prospective and retrospective studies, randomized controlled trials, case studies, and quantitative and qualitative research from 2015 to 2021. Results: This systematic review identified alcohol health literacy, the inherent bias of surveys and screening tools, stigma, avoidance bias, and the normalization/villainization of alcohol use as contributors to the assumptions and biases that affect screening and brief interventions for HAU. Conclusions: Exploring these assumptions and biases presents opportunities to develop strategies that promote positive change.

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“…It is well documented that study abroad positively effects student's careers, with specific enhancement of transferable skills [10]. Recent studies demonstrate that an ISL program promotes the students' self-awareness through examination of their own beliefs and values through intentional reflection, such as considering the harsh economic poverty of the people with whom they worked compared with their own resources and lifestyles [11,12]. Over the last decade many physical therapy educational programs have added international experiences Reflection is the process of hindsight, looking back on an experience and assessing its correspondence with existing meaning, thereby creating new meaning [17].…”

Section: Introductionmentioning

confidence: 99%

Fostering Clinical Reasoning through Critical Reflection in Doctor of Physical Therapy Education Using International Service-Learning in Honduras

Watson¹,

Graning²,

Eckard³

2020

APCTM

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Community engaged international service-learning (ISL) is becoming more popular in physical therapy education as it serves as a powerful conduit for students to gain relevant practical and clinical experiences and cross-cultural dialogue, enhance their local and global citizenship, and promote selfawareness through intentional critical reflection. Previous studies have described the development of reflection in students across health care disciplines, yet none have specifically examined the level of critical reflection in doctor of physical therapy (DPT) students in response to an ISL course. This exploratory study found student reflection papers regarding their ISL travel course experience to be written at the highest levels (reflective and critically reflective) using the Kember scale. No differences in levels of reflection were identified for age, gender or years in the DPT program. Recommendations are made for ISL travel courses that seek to develop clinical reasoning for their professional healthcare students as a student learning outcome for the course.

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Reflective Journaling for Critical Thinking Development in Advanced Practice Registered Nurse Students

Abstract: Reflective journaling is a tool that faculty and students can use to develop critical thinking skills for the role of the advanced practice RN. A rubric scoring system offers a consistent format for feedback.

Cited by 26 publications

References 3 publications

Reflective writing in dental education to improve critical thinking and learning: A systematic review

Reflective writing in dental education to improve critical thinking and learning: A systematic review

Identifying the Assumptions and Bias That Affect Screening and Brief Interventions for Harmful Alcohol Use

Fostering Clinical Reasoning through Critical Reflection in Doctor of Physical Therapy Education Using International Service-Learning in Honduras

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