The Effect of Reflective Journaling on Affective Awareness Toward Learning and Academic Self-Efficacy Among Nursing Students: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 116
- 试验地点
- 1
- 主要终点
- Affective Awareness Toward Learning
研究概览
简要总结
This study was conducted to evaluate the effect of reflective journaling on nursing students' affective awareness toward learning and academic self-efficacy.The study was conducted as a randomised controlled experimental study between April and June 2026 at the Faculty of Health Sciences of a university in eastern Turkey. The study population comprised first-year nursing students during the spring term of the 2026-2027 academic year, whilst the sample consisted of 113 students (reflective journal group = 56, control group = 57), determined by power analysis. The 'Affective Awareness Scale for Teaching' and the 'Academic Self-Efficacy Scale' were used to collect the data.
详细描述
The study included students taking the 'Fundamentals of Nursing II' course who were undertaking clinical placements. Students undertake clinical placements for a period of 14 weeks. The first four weeks are devoted to laboratory-based activities and preparation for clinical practice. Clinical practice at the hospital commences in the following weeks. During the final four weeks of the clinical placement, students were asked to keep a reflective journal to enhance their awareness and support their learning.
Over the course of four weeks, students were asked to observe clinical practice and write down their experiences in detail. Each week, students were given a diary form prepared using Gibbs's model and asked to submit it one week later.
During the pre-test phase, all students across all groups were administered the 'Student Profile Form', the 'Affective Awareness Scale for Teaching' and the 'Academic Self-Efficacy Scale for Nursing Students'. To prevent interaction between groups, data collection was carried out on different days.
Post-test data were collected four weeks after the pre-test using the same scales.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Basic Science
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Aged 18 years or older. First-year nursing student. Participating in clinical practice for the first time. Willing and able to provide written informed consent.
排除标准
- •Repeating the first year of the nursing program. Unwilling to participate in the study or unable to provide written informed consent.
- •Withdrawal from the study at any stage after enrollment. Discontinuation of reflective journaling during the intervention period. Failure to complete the post-test assessment.
结局指标
主要结局
Affective Awareness Toward Learning
时间窗: 4 weeks
The 'Affective Awareness Toward Learning Scale (AATLS)' was administered to students in order to collect pre-test data. Over a period of four weeks, students recorded their experiences at the clinic on a form designed in line with Gibbs's model. The teaching staff provided feedback on their entries each week. At the end of the four weeks, data were collected again using the same measurement tool. Data was also collected simultaneously from students in the control group. Students in this group continued with their standard education.
Effect of Academic Self-Efficacy
时间窗: 4 weeks
The 'Academic Self-Efficacy Scale' was administered to students to collect pre-test data. Over a four-week period, students recorded their experiences at the clinic on a form designed in line with Gibbs's model. The tutor provided feedback on their entries each week. At the end of the four weeks, data were collected again using the same measurement tool. Data was also collected simultaneously from students in the control group. Students in this group continued with their standard education.
次要结局
未报告次要终点
研究者
Hakime Aslan
Principal investigator
Inonu University