Testing the efficacy of integrated conversational and journaling reflective learning strategies on perceived self-directed learning and clinical reasoning among nursing students Tanzania: a quasi-experimental study
| dc.contributor.author | Nyaki, Flora S. | |
| dc.date.accessioned | 2024-03-28T07:23:35Z | |
| dc.date.available | 2024-03-28T07:23:35Z | |
| dc.date.issued | 2023 | |
| dc.description | Dissertation ( MSc. Nursing Education) | |
| dc.description.abstract | Background: Self-directed learning positively influences clinical reasoning by equipping nurses with the knowledge that can be applied in data interpretation and evidence-based practice and enabling nursing students to attain professional competencies. Thus, high-quality nursing education is crucial for preparing competent nurses to provide safe, effective care in the future. Objective: The purpose of this study was to compare the three teaching and learning methods (conversational, journaling and integrated conversational and journaling reflective learning strategy to determine its effect on perceived self-directed learning and clinical reasoning in nursing education. Methods: Uncontrolled quasi - experimental study design using a quantitative approach was employed. The study recruited 143 nursing students from the University of Dodoma. The study had three timeline including developmental procedures of training materials, implementation and evaluation phases. Baseline and end line assessment was done in all groups that were intervened. Descriptive analysis and inferential statistics such as DID model were used for data analysis. Results: There was a statistically significant mean change on perceived self-directed learning and clinical reasoning. Conversational group, the mean change in perceived SDL ranged from 2.00 ±0.51 to 2.50± 0.68; journaling group, it ranged from 2.02± 0.56 to 2.52 ±0.56; and the mean change in the integrated conversational and journaling group ranged from 3.06± 0.08 to 4.43± 0.50. The mean score of perceived clinical reasoning for the conversational group ranges 2.60 ±0.89 to 2.98 ±1.06, journaling 2.60 0.89 to 3.00 1.03 and 2.98± 0.94 to 4.43± 0.50 for those exposed to integrated conversational and journaling. Conclusion: The findings revealed that integrated conversational and journaling reflective learning strategy has the significant academic potential of empowering the nursing student’s perception of self-directed learning ability and clinical reasoning skills. Thus, a combined reflective learning strategy can be used as a clinical teaching and learning strategy in nursing education. | |
| dc.identifier.citation | Nyaki, F. S. (2023). Testing the efficacy of integrated conversational and journaling reflective learning strategies on perceived self-directed learning and clinical reasoning among nursing students Tanzania: a quasi-experimental study (Master's Dissertation) The University of Dodoma | |
| dc.identifier.uri | https://repository.udom.ac.tz/handle/20.500.12661/4460 | |
| dc.language.iso | en | |
| dc.publisher | The University of Dodoma | |
| dc.subject | Clinical reasoning | |
| dc.subject | Reflective learning | |
| dc.subject | Conversational and journaling reflective learning | |
| dc.subject | Integrated learning strategies | |
| dc.subject | Self-directed learning | |
| dc.title | Testing the efficacy of integrated conversational and journaling reflective learning strategies on perceived self-directed learning and clinical reasoning among nursing students Tanzania: a quasi-experimental study | |
| dc.type | Thesis |