Learning Feedback Diary: A Refkective Ecperience In A tudent Nurse's Clinical Experience

Abstract

The objective of the study is to understand the lived experiences of nursing students in selected clinical area through the Learning Feedback Diary. This research has utilized the qualitative research method of phenomenology to allow for an exploration of the student nurse's reflective interpretation of their clinical experience. The purpose of a phenomenological approach is to illuminate the specifics of a phenomenon to identify phenomena through how they are perceived by the actors in a situation. There were 26 participants who consisted all of which are 1.) Bona fide nursing student who is currently enrolled in the College of Nursing of Cebu Normal University; and 2.) Alevel 2 nursing student who is about to be exposed in the Delivery Room. Respective journal entries were gathered, and transcribed responses are then analyzed using Colaizzi's descriptive phenomenological method of data analysis. Three major themes emerged: (1) Limitations in Learning, with one subtheme, Emotional Circumstances heightened with Stress; (2) Facilitating Learning, with two subthemes, Established Functions and Responsibilities heightened with Organized Coordination and Effective Learning heightened with Good Mentors, and (3) Developing Learning, with three subthemes, Enhanced Group Cohesion heightened with Selfless Acts of Kindness, Eagerness to learn heightened with Social and Environmental Keenness, and Earnest Respect heightened with Patient Interaction. It is discovered that there is an “LFD” phenomenon experienced by student nurses in their first clinical area. An increased understanding of the lived experiences from these students' points of view can develop a wider understanding of their perceived experiences, which would be of good help to nurse educators supervising students in the clinical area as they are able to understand their students more, as to their concerns or experiences in the clinical area that were able to be expressed verbally.