Abstract
Introduction: In nursing education, reflective competence is evaluated by achieving tacit knowledge, mentioning the patient's attitude, and applying flexible skills. Writing clinical diaries and learning journals can enhance reflective competence. Aims: The paper aims to use a clinical diary and learning journal for improving reflective competence. Methodology: 17 nursing students were randomly divided into controlled group and experimental group. The controlled group learned with the current teaching method, while the experimental group used a formed clinical diary and structured learning journal. After two weeks, all participants were asked to self-evaluate by scoring the implementation frequency and evaluating the teacher's clinical score. Results: The clinical score is higher in the experimental group (9.13 ± 0.52) than in the control group (8.39 ± 0.65). The difference between the controlled group and the experimental group was significant, with p = 0.022< 0.05. The mean of reflective competence in the experimental (3.98 ± 0.47) is higher than the mean in the controlled group (2.92 ± 0.16). The difference in reflective competence between the controlled and experimental groups has been highly significant, with p < 0.001. Conclusion: Writing a clinical diary and learning journal effectively improves reflective competence, helping nursing students achieve tacit knowledge, mention the patient's attitude, and apply flexible skills.
Highlights
In nursing education, reflective competence is evaluated by achieving tacit knowledge, mentioning the patient's attitude, and applying flexible skills
The research applies a quantitative study to compare the score of reflective competence self-evaluated by students and the clinical score evaluated by a clinical teacher for the experimental and control groups
The results showed that the mean score in the experimental group (9.13 ± 0.52) higher than the mean score in the control group (8.39 ± 0.65)
Summary
Reflective competence is evaluated by achieving tacit knowledge, mentioning the patient's attitude, and applying flexible skills. The controlled group learned with the current teaching method, while the experimental group uses a formed clinical diary and structured learning journal. The difference between the controlled group and the experimental group was significant, with p = 0.022< 0.05. Conclusion: Writing a clinical diary and learning journal effectively improves reflective competence, helping nursing students achieve tacit knowledge, mention the patient's attitude, and apply flexible skills. Reflection was the best competence for students to recognize themselves in the learning environment, which helped students apply their knowledge flexibly in different circumstances [2].
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