This study was conducted to evaluate the effect of reflective journaling on nursing students' affective awareness toward learning and academic self-efficacy.The study was conducted as a randomised controlled experimental study between April and June 2026 at the Faculty of Health Sciences of a university in eastern Turkey. The study population comprised first-year nursing students during the spring term of the 2026-2027 academic year, whilst the sample consisted of 113 students (reflective journal group = 56, control group = 57), determined by power analysis. The 'Affective Awareness Scale for Teaching' and the 'Academic Self-Efficacy Scale' were used to collect the data.
The study included students taking the 'Fundamentals of Nursing II' course who were undertaking clinical placements. Students undertake clinical placements for a period of 14 weeks. The first four weeks are devoted to laboratory-based activities and preparation for clinical practice. Clinical practice at the hospital commences in the following weeks. During the final four weeks of the clinical placement, students were asked to keep a reflective journal to enhance their awareness and support their learning. Over the course of four weeks, students were asked to observe clinical practice and write down their experiences in detail. Each week, students were given a diary form prepared using Gibbs's model and asked to submit it one week later. During the pre-test phase, all students across all groups were administered the 'Student Profile Form', the 'Affective Awareness Scale for Teaching' and the 'Academic Self-Efficacy Scale for Nursing Students'. To prevent interaction between groups, data collection was carried out on different days. Post-test data were collected four weeks after the pre-test using the same scales.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
BASIC_SCIENCE
Masking
SINGLE
Enrollment
116
Over the course of four weeks, students were asked to observe clinical practice and record their experiences in detail on a diary form based on Gibbs's model. This form was distributed to students before each week's clinical placement and was to be submitted one week later.
Inonu University
Malatya, Malatya, Turkey (Türkiye)
Affective Awareness Toward Learning
The 'Affective Awareness Toward Learning Scale (AATLS)' was administered to students in order to collect pre-test data. Over a period of four weeks, students recorded their experiences at the clinic on a form designed in line with Gibbs's model. The teaching staff provided feedback on their entries each week. At the end of the four weeks, data were collected again using the same measurement tool. Data was also collected simultaneously from students in the control group. Students in this group continued with their standard education.
Time frame: 4 weeks
Effect of Academic Self-Efficacy
The 'Academic Self-Efficacy Scale' was administered to students to collect pre-test data. Over a four-week period, students recorded their experiences at the clinic on a form designed in line with Gibbs's model. The tutor provided feedback on their entries each week. At the end of the four weeks, data were collected again using the same measurement tool. Data was also collected simultaneously from students in the control group. Students in this group continued with their standard education.
Time frame: 4 weeks
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.