Title : Effectiveness of reflective writing in clinical rotation
Reflection writing has been utilized as one of strategies to assess and/or evaluate learner’s critical thinking in nursing (Kennison, 2006; Moughler, 2013). The purpose of this study was to describe the effectiveness guided reflection writing to enhance development of clinical judgment during senior year semester one clinical rotation. This study was a partial replication of Lasater and Nielsen (2009) study. The effectiveness was measured using the prelicensure four-year baccalaureate nursing program’s clinical outcomes in six criteria. The study included critical thinking cognitive skills in self-regulation and subskills in self-examination and self-correction as per Facione’s (1990) critical thinking project. Lasater Clinical Judgment Rubric was adopted, because it has been used in prelicensure and postlicensure, clinical practice setting (Lasater & Nielsen, 2009; Miraglia & Asselin, 2015). The utilization of guided reflection writing and clinical judgment rubric improved the clinical faculty-student communication about clinical judgment progression and was effective in evaluating the student clinical outcomes.