Using a Clinical Diary and Learning Journal to Improve Reflective Competence for Nursing Students in Vietnam

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.