Effects of Writing Reflective Journal on Meta-cognition and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course Applying Blended Learning

Abstract

Purpose The purpose of this study was to contribute to the development of an efficient teaching-learning method by analyzing effects of writing reflective journals on meta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. Methods The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, Scheffé’s test and paired t-test with SPSS Statistics version 20.0. Results The results of this study show that scores formeta-cognition and problem solving ability of these students were all above average. There was a statistically significant difference in meta-cognition between pre and post writing of reflective journals but not for problem-solving ability. Conclusion The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students. 주요어: ë¸”ë Œë””ë“œ 러닝, 성찰일지, 메타인지, ë¬¸ì œí•´ê²°ëŠ¥ë ¥ Key words: Blended learning, Reflective journal, Meta-cognition, Problem solving ability