Reflecting on soft skills development sessions: Utilizing reflective journaling to enhance nursing students’ soft skills

Abstract

BackgroundNursing education has recognized the importance of soft skills in addressing workplace challenges and is increasingly implementing initiatives to incorporate these skills using innovative learning strategies. However, the execution of tasks or decisions without engaging in thoughtful contemplation is considered lacking in thoroughness or fulfillment. It is important to reflect on soft skills to further enhance their acquisition. AimThis study aimed to grade and explore reflective journals of nursing students to self-reflect on soft skills acquired through a soft skills development initiative in the nursing curriculum. MethodsA convenience sample of 35 nursing students was recruited from a three-year bachelor's degree program in nursing and midwifery to participate in a soft skills development program. Nursing students were asked to complete a structured journal assignment. The de-identified journals were analyzed using the ATLAS.ti 9 software. ResultsThirty-five structured journals were analyzed, resulting in the identification of five themes: 1) acknowledgment of soft skills importance; 2) soft skills enhancement; 3) the helping relationship; 4) personal development; and 5) dealing with emergencies. The results of grading students’ reflective journals showed that a majority of students scored at level 1, with a score of five being the highest level of self-reflection. Only a small percentage reached level 5. The mean grade for the reflective journal ratings was 2, indicating significant variation in the level of student reflection (the standard deviation equals 1.41). ConclusionIntegrating reflective journaling concurrently with the soft skills initiative during initial training effectively facilitates the development of important soft skills among nursing students in the workplace.