Reflective Journaling on Affective Awareness Toward Learning and Academic Self-Efficacy

NCT07730411 | Completed

• 1 other identifier: Sibel Çimen
• Study Type: interventional
• Target: 116
• Locations: 1 country
• Sites: 1

Brief Summary

This study was conducted to evaluate the effect of reflective journaling on nursing students' affective awareness toward learning and academic self-efficacy.The study was conducted as a randomised controlled experimental study between April and June 2026 at the Faculty of Health Sciences of a university in eastern Turkey. The study population comprised first-year nursing students during the spring term of the 2026-2027 academic year, whilst the sample consisted of 113 students (reflective journal group = 56, control group = 57), determined by power analysis. The 'Affective Awareness Scale for Teaching' and the 'Academic Self-Efficacy Scale' were used to collect the data.

Conditions

Education; Nursing

Keywords

Reflective Journaling,; Education,; Self Efficacy,; Affect,; Learning,; Students

Outcome Measures

Primary Outcomes (2)

• Affective Awareness Toward Learning

  The 'Affective Awareness Toward Learning Scale (AATLS)' was administered to students in order to collect pre-test data. Over a period of four weeks, students recorded their experiences at the clinic on a form designed in line with Gibbs's model. The teaching staff provided feedback on their entries each week. At the end of the four weeks, data were collected again using the same measurement tool. Data was also collected simultaneously from students in the control group. Students in this group continued with their standard education.

  4 weeks

• Effect of Academic Self-Efficacy

  The 'Academic Self-Efficacy Scale' was administered to students to collect pre-test data. Over a four-week period, students recorded their experiences at the clinic on a form designed in line with Gibbs's model. The tutor provided feedback on their entries each week. At the end of the four weeks, data were collected again using the same measurement tool. Data was also collected simultaneously from students in the control group. Students in this group continued with their standard education.

  4 weeks

Study Arms (2)

Reflective Journaling

EXPERIMENTAL

Behavioral: Reflective journaling

Control group

NO INTERVENTION

No intervention

Interventions

Reflective journaling BEHAVIORAL

Over the course of four weeks, students were asked to observe clinical practice and record their experiences in detail on a diary form based on Gibbs's model. This form was distributed to students before each week's clinical placement and was to be submitted one week later.

Reflective Journaling

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Aged 18 years or older. First-year nursing student. Participating in clinical practice for the first time. Willing and able to provide written informed consent.

You may not qualify if:

• Repeating the first year of the nursing program. Unwilling to participate in the study or unable to provide written informed consent.
• Withdrawal from the study at any stage after enrollment. Discontinuation of reflective journaling during the intervention period. Failure to complete the post-test assessment.

Sponsors & Collaborators

• Inonu University: lead

Study Sites (1)

Inonu University

Malatya, Malatya, 44280, Turkey (Türkiye)

Location

Related Publications (1)

• Kaplan F, Aslan H. The effect of micro-teaching method on psychomotor skills, attitude, self-efficacy and perceived clinical stress of nursing students: Randomised controlled trial. Nurse Educ Pract. 2025 Aug;87:104519. doi: 10.1016/j.nepr.2025.104519. Epub 2025 Aug 18.

  PMID: 40840078 BACKGROUND

Study Officials

• Hakime Aslan

  Faculty of Nursing

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: BASIC SCIENCE
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal investigator

Study Record Dates

• First Submitted: July 23, 2026
• First Posted: July 28, 2026
• Study Start: April 15, 2026
• Primary Completion: June 15, 2026
• Study Completion: July 15, 2026
• Last Updated: July 28, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)