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Reflective journaling is frequently a part of nursing education; these journals provide a student’s reflection-on-experience to instructors after required clinical experiences, and the instructor’s assessment of the reflective journals is both objective and subjective. A small pilot study of nursing students (n = 17) compared the comfort levels and preferences of groups of students who either audio-recorded their journals or wrote them in text. This study showed the audio-recording (“voice-journaling”) students felt comfortable with the technology and process, and these same students showed a slight preference for using the audio-recording method. Voice-journals were additionally found to be greater in comparative word count than text journals. Later, in the first part of a two-phase study, a small cross-sectional survey (n=9) of nursing instructors identified 15 unique factors falling within four broader categories to be used for assessment of voice-journals. In the second phase of this study, a larger online survey of nursing instructors (n = 60) from several Midwestern colleges of nursing were able to identify and note the presence, or lack of presence, of these earlier named factors when listening to voice-journal excerpts. These same instructors rated each of the unique factors above a neutral level of importance to voice-journal assessment, and additionally provided qualitative data to help formulate guidance for future voice-journaling students. |
