Skip to main navigation menu Skip to main content Skip to site footer

Original

Vol. 11 No. 2 (2023): Jurnal Keperawatan Padjadjaran

Exploring the usage of conventional logbooks during the clinical learning practice: A phenomenological study

DOI
https://doi.org/10.24198/jkp.v11i2.2018
Submitted
May 20, 2022
Published
2023-08-07

Abstract

Background: The use of a logbook during practice serves as a tool for ongoing assessment, continuous interaction between supervisors and students, and provides continuous feedback for learning activity evaluation Purpose: This research aims to explore the utilization of logbooks in clinical practice among nursing students. Methods: This qualitative research uses a phenomenological  study approach. Data collection was conducted through open interviews to synchronize informant responses with the observed phenomena. Snowball sampling technique was used to select six students, one responsible lecturer for field practice, and one field supervisor. The obtained data were then processed and analyzed through editing, data reduction, category creation, and drawing conclusions. Results: Four research themes emerged, namely an exploration of clinical practice and the obstacles experienced by students, the importance of logbooks for students, the weaknesses of paper-based logbooks, and student acceptance of online-based logbooks. Conclusions: Nursing profession  students need   the development of a logbook that is easier to fill out. The design of the logbook can be digitally developed with attractive and innovative features while still reflecting the communication medium between students, faculty, and the field. It should also serve as a tool for evaluating students' competencies in their professional roles.

Article Matrics
Abstract views : 1446 times PDF Downloads: 386

Downloads

Download data is not yet available.

References

  1. AINEC. (2016). Indonesian Nursing Education Core Curriculum 2015 The Association of Indonesian Nurse Education. www.aipni-ainec.com
  2. Mohammadi, A. S. H. R. A. F., Khaghanizade, M., Ebadi, A. B. A. S., Amiri, F. A. T. E. M. E. H., & Raesifar, A. (2010). Log book a method of evaluating education and feedback strategy in nursing. Education strategies in medical sciences, 3(1), 15-16. http://edcbmj.ir/article-1-60-en.html
  3. Blair Wendy, Smith Barbara. (2012). Nursing documentation: Framework and barriers. Contemporary Nurse, 41(2): 160-168. https://doi.org/10.5172/conu.2012.41.2.160
  4. Cevik, A. A., Shaban, S., El Zubeir, M., & Abu-Zidan, F. M. (2018). The role of emergency medicine clerkship e-Portfolio to monitor the learning experience of students in different settings: A prospective cohort study. International Journal of Emergency Medicine, 11(1). https://doi.org/10.1186/s12245-018-0184-9
  5. Chesser-Smyth, P. A. (2005). The lived experiences of general student nurses on their first clinical placement: A phenomenological study. Nurse Education in Practice, 5(6), 320–327. https://doi.org/10.1016/j.nepr.2005.04.001
  6. Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659. https://doi.org/10.1016/j.nedt.2009.02.007
  7. Egan, T., & Jaye, C. (2009). Communities of clinical practice: The social organization of clinical learning. Health, 13(1), 107–125. https://doi.org/10.1177/1363459308097363
  8. Eraut M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113–136. https://doi.org/10.1348/000709900158001
  9. Etildawati, & Yulistika. (2022). Clinical learning methods in professional practice of nursing students. 9(1), 37–42. https://dx.doi.org/10.33746/fhj.v9i01.382
  10. Hamza, A., Hendri Irawadi, Aryadie Adnan, Padli. (2020). Daily activities of coaching stundents faculty of sport sciences, Universitas Negeri Padang. Jurnal Patriot, 2(3), 705–719. https://doi.org/10.24036/patriot.v2i3.665
  11. Henderson, A., Cooke, M., Creedy, D. K., & Walker, R. (2012). Nursing students’ perceptions of learning in practice environments: A review. Nurse Education Today, 32(3), 299–302. https://doi.org/10.1016/j.nedt.2011.03.010
  12. Karimialavijeh E , Seyedhosseini J , Labaf A , Ashrafi M , Mohammadrezaei N. (2020). The efficacy of a web-based logbook in the monitoring of educational activities of emergency medicine residents. J Med Edu. 2020;19(2):e103399. https://doi.org/10.5812/jme.103399.
  13. Khalafi, A., Jamshidi, N., Khajeali, N., & Ghanbari, S. (2023). Effect of a smartphone-based online electronic logbook to evaluate the clinical skills of nurse anesthesia students in Iran: A randomized controlled study. Journal of Educational Evaluation for Health Professions, 20, 10. https://doi.org/10.3352/jeehp.2023.20.10
  14. Komsiyah, & Indarti, D. (2019). Logbook as a Requirement in order to Increasing Career Levels. Jurnal PPKM, 6(2), 72–83. https://doi.org/10.32699/ppkm.v6i2.660
  15. Marzuki, M. I. (2011). Building an electronic fisheries log book to support sustainable management of fish resources. In Bunga Rampai: Application of Sustainable Development Technology in Indonesia (pp. 53–59). Center for The Study and Engineering of Marine Affairs and Fisheries.
  16. Ministry of Health. (2018). Guidelines for the implementation of the nursing profession study program at the ministry of health polytechnic. Board for Development and Empowerment Human Resources of Health.
  17. Mohammadi, A., Khaghanizade, M., Ebadi, A., Amiri, F., & Raesifar, A. (2010). Log book a method of evaluating education and feedback strategy in nursing. Education Strategies in Medical Sciences, 3(1), 15–16. http://edcbmj.ir/article-1-60-en.html
  18. Mohammed, H. M. (2018). New technology in nursing education and practice. Zagazig Nursing Journal, 14(1), 233–239.
  19. Nasiriani, K., Tavangar, H., & Dehghani, N. (2022). Survey of nursing students and educators’ satisfaction with the logbook of adult-elderly nursing courses. Medical Education Journal, 10(1), 19–30. https://doi.org/10.22088/mededj.10.1.19
  20. O’Neill, B. J., Rankin, K. S., Banks, L. N., Daruwalla, Z. J., Sprowson, A. P., Robinson, D. P., Reed, M. R., & Kenny, P. J. (2014). Consultant and trainee attitudes towards supervision of operative procedures in the UK and Ireland. Ir Med J, 107(4), 112–114.
  21. Qoreishy, M., Kazemi, S. M., & Mahdavi Mohtasham, H. (2020). Eclectronic logbook for surgical registrars. Iranian Journal of Orthopedic Surgery, 15(4), 133–138. https://doi.org/10.22034/ijos.2020.121146
  22. Salamonson, Y., Bourgeois, S., Everett, B., Weaver, R., Peters, K., & Jackson, D. (2011). Psychometric testing of the abbreviated Clinical Learning Environment Inventory (CLEI-19). Journal of Advanced Nursing, 67(12), 2668–2676. https://doi.org/10.1111/j.1365-2648.2011.05704.x
  23. Yousefy, A., Shayan, S., & Mosavi, A. (2012). Developing a clinical performance logbook for nursing students receiving cardiac care field training. Journal of Education and Health Promotion, 1. https://doi.org/10.4103/2277-9531.94415