Authors

1Isabel Fargues García, 2Montse Guillaumet i Olives, 2María Serret Serret, 2Magda Ciendones Carbonell

Position

¹Diplomada en Enfermería. Escuela Universitaria de Enfermería, Hospital de la Santa Creu i Sant Pau, Barcelona.²Enfermera. Máster Oficial en Ciencias de la Enfermería. Profesora en la Escuela Universitaria de Enfermería, Hospital de la Santa Creu i Sant Pau, adscrita a la Universidad Autónoma de Barcelona.

Contact address

EUI Hospital de la Santa Creu i Sant Pau. C/ Sant Antoni Mª Claret, 167. 08025 Barcelona.

Contact email: ifargues@santpau.es

Abstract

Objective: to ascertain the learning perception that writing a reflective diary has generated in first-year nursing students during clinical practice sessions.
Methodology: this was a mixed quantitative and qualitative design study. Data were collected by means of an anonymous questionnaire. Information written by the students was inductively analysed using the Fundamental Theory proposed by Strauss and Corbin.
Results: the writing of the diary contributed in some degree to the learning of 81,4% students. Categories related to learning were indentified (getting out feelings; clarifying, going deeper and reinforcing knowledge, attitudes and skills; detecting and analysing situations and promoting changes for improvement; thinking and reflecting, becoming aware of progress and learning; self-criticism and surroundings, and progressing and growing on a personal level) as well as categories not related to learning (sentimental memories; it is not necessary to write to think; rutinary and boring; preference to doing the practicum classes over writing the diary –not useful). The incidence of “getting out feelings” shows that the writing of such a diary could be useful to manage the anxiety experienced by first year students.
Conclusions: Results showed that the diary helped their learning process. The analysed learning categories were varied and according to a theoretical framework, which showed a tendency for students to perceive the diary as a learning tool. Given the results, we consider the writing of the dairy to be appropriate in situations with the same characteristics.

Keywords:

Reflective diary; practicum diary; reflective writing; students; clinical practicum classes; fundamental theory; researchqualitative

Versión en Español

Título:

Diario reflexivo de prácticas clínicas: percepción de la experiencia de estudiantes de Enfermería