Effects of Writing Reflective Journal onMeta-cognition and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course Applying Blended Learning.
10.7739/jkafn.2016.23.4.430
- Author:
Mi Young JHO
1
Author Information
1. Department of Nursing, DongnamHealth University, Suwon, Korea. myjho2001@dongnam.ac.kr
- Publication Type:Original Article
- Keywords:
Blended learning;
Reflective journal;
Meta-cognition;
Problem solving ability
- MeSH:
Education;
Gyeonggi-do;
Humans;
Learning*;
Methods;
Nursing*;
Problem Solving*;
Research Design;
Students, Nursing*;
Writing*
- From:Journal of Korean Academy of Fundamental Nursing
2016;23(4):430-439
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study was to contribute to the development of an efficient teaching-learningmethod by analyzing effects of writing reflective journals onmeta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. METHODS: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, Scheffé's test and paired t-test with SPSS Statistics version 20.0. RESULTS: The results of this study show that scores formeta-cognition and problemsolving ability of these students were all above average. There was a statistically significant difference inmeta-cognition between pre and post writing of reflective journals but not for problem-solving ability. CONCLUSION: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.
