The reflective journal: A tool for enhancing experience- based learning in nursing students in clinical practice
Bibliographic record
Abstract
Background: As a tool for documenting and accompanying students’ actions, the journal has an educational value: it can be used to record, recollect and re-elaborate experiences through a reflective, non-intimate writing. The study was carried out at the Degree Course in Nursing at the University of Turin (Italy), during a training period of six weeks at the Unit of Functional Reeducation of the hospital “M. Adelaide - C.T.O.”. The aim is to understand the level of reflection that students can reach using the journal and what they think about this experience in terms of learning opportunity. Methods: The group of thirteen students in second and third year graduation course was invited to write daily, for fifteen consecutive days, a journal that describes their experience in training. Subsequently, the journals were analyzed with a qualitative method based on the seven levels of reflectivity that Mezirow had proposed within the transformative theory applied to adult learning. After this first phase, the group of students was invited to take part in a focus group to share and discuss their experience. The focus group was designed in semi-structured form. Qualitative content analysis was used to identify themes arising from the data. Result s: Twelve journals were analyzed. Students have reflective ability, especially with respect to Mezirow’s first three levels. The main findings showed that keeping a journal helps students to effectively enhance their experiential learning during the training period. For the focus group six students were involved. The following themes emerged: embarrassment and uneasiness, anonymity, evaluation, efficacy of the tool in experiential learning. Conclusions: The study enriches the debate on the use of journals confirming what has already been described in literature with respect to journals potential in terms of fostering and stimulating a professional practice of a reflective type.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.016 | 0.076 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.006 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".