Effects of Applying Reflective Journal on Metacognition, Academic Self-efficacy and Self-directed Learning Ability in Undergraduate Nursing Students
Eun Ko,Sunchon National University, Department of Nursing
Hye Young Kim,Chonbuk National University, College of Nursing, Research Institute of Nursing Science
The purpose of this study was to develop the reflective journal teaching method and to identify its effects in undergraduate nursing students. A nonequivalent control group with pre-posttest was designed. The experimental group consisted of 64 juniors and the control group 65 juniors in 2017. Collected data were analyzed using chi-square and independent t-test. There were significant increases in self-directed learning in the treatment group who participated in the applying reflective journal teaching method compared to the control group who did not (t=2.69, p=.008). Reflective journal teaching method is an effective teaching and learning method to enhance the self-directed learning of nursing students. Further exploration is needed to develop and utilize applying reflective journal for diverse courses.
Nursing student, Metacognition, Self-efficacy, Self-directed
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