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

NCT07730411 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 116

Last updated 2026-07-28

No results posted yet for this study

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

Interventions

BEHAVIORAL

Reflective journaling

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.

Sponsors & Collaborators

  • Inonu University

    lead OTHER

Principal Investigators

  • Hakime Aslan · Faculty of Nursing

Study Design

Allocation
RANDOMIZED
Purpose
BASIC_SCIENCE
Masking
SINGLE
Model
CROSSOVER

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2026-04-15
Primary Completion
2026-06-15
Completion
2026-07-15

Countries

  • Turkey (Türkiye)

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT07730411 on ClinicalTrials.gov