Abstract: Background: Adapting university programmes to European Higher Education Area criteria has required substantial
changes in curricula and teachingmethodologies. Reflective learning (RL) has attracted growing interest and
occupies an important place in the scientific literature on theoretical and methodological aspects of university
instruction. However, fewer studies have focused on evaluating the RL methodology from the point of view of
Objectives: To assess nursing students' perceptions of the usefulness and challenges of RL methodology.
Design: Mixed method design, using a cross-sectional questionnaire and focus group discussion.
Methods: The researchwas conducted via self-reported reflective learning questionnaire complemented by focus
Results: Students provided a positive overall evaluation of RL, highlighting the method's capacity to help them
better understand themselves, engage in self-reflection about the learning process, optimize their strengths
and discover additional training needs, along with searching for continuous improvement. Nonetheless, RL
does not help them as much to plan their learning or identify areas of weakness or needed improvement in
knowledge, skills and attitudes. Among the difficulties or challenges, students reported low motivation and
lack of familiarity with this type of learning, along with concerns about the privacy of their reflective journals
and about the grading criteria.
Conclusions: In general, students evaluated RL positively. The results suggest areas of needed improvement related
to unfamiliaritywith the methodology, ethical aspects of developing a reflective journal and the need for clear
Otras publicaciones de la misma revista o congreso con autores/as de la Universidad de Cantabria
Fuente: Nurse Education Today 44 (2016) 59-65
Editorial: Churchill Livingstone
Año de publicación: 2016
Nº de páginas: 7
Tipo de publicación: Artículo de Revista