Reflective journal writing in nurse education: whose interests does it serve?
- 1 November 1996
- journal article
- review article
- Published by Wiley in Journal of Advanced Nursing
- Vol. 24 (5) , 1077-1082
- https://doi.org/10.1111/j.1365-2648.1996.tb02946.x
Abstract
The use of reflective journal writing has become popularized in the past decade. This paper uses the experience of two university lecturers to problematize this practice. The practice of journal writing in nursing courses is explored firstly through the lens of critical theory and secondly that of post-structuralism. This paper challenges nurse academics to confront the power relationships established by the adoption of journal writing uncritically into courses.Keywords
This publication has 12 references indexed in Scilit:
- Confronting ‘reality’: Nursing, science and the micro‐politics of representationNursing Inquiry, 1994
- Nursing faculty practice: benefits vs costsJournal of Advanced Nursing, 1994
- Women in the Academy: the politics of speech and silenceBritish Journal of Sociology of Education, 1994
- Use of Clinical Journals to Enhance Critical ThinkingNurse Educator, 1993
- Reflection: a review of the literatureJournal of Advanced Nursing, 1993
- Reflective peer journals: developing authentic nursesJournal of Advanced Nursing, 1993
- Engaging Teachers in Emancipatory Knowledge ConstructionJournal of Teacher Education, 1992
- Empowerment in nursing education: concept analysis and application to philosophy, learning and instructionJournal of Advanced Nursing, 1992
- Towards Advocacy: post‐positivist directions for progressive teacher educatorsBritish Journal of Sociology of Education, 1992
- Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical PedagogyHarvard Educational Review, 1989