Methods: A mixed method study following two cohorts of nursing students during one semester was conducted to measure Generation Z’s perspective of the use of reflective journaling through the one-minute paper as a reflective tool. This study used a 16 item questionnaire to explore the students perceived level of individual reflection in the nursing classroom. Data was collected from sophomore and junior-level undergraduate nursing students from one pre-licensure baccalaureate nursing program for one semester. Data was analyzed using descriptive statistical analysis showing positive correlation of reflection when using this active strategy.
Results: The narrative showed positive favor accentuating the use of the method in examination of material learned. Trialing multiple teaching strategies while examining student perceptions of those learning activities can aid the nurse educator to enhance the classroom learning environment (Montenery et al., 2013). Examination of the use and perception of reflective journaling through one-minute paper can identify if an active strategy enhances student outcomes. The research examined teaching strategies which will help nurse educators maintain student’s motivation and desire to learn. The results conclude and reflect positive correlation in the use of one-minute paper to develop a better understanding of the material when compared to traditional lecture based class; stimulates class discussion; aided participation, enhanced peer learning and critical thinking.
Conclusion: An emerging movement in nursing education recognizes the value of educating students with multiple active strategies, developing the skills of critical and reflective thinking needed for practice, and instilling attitudes and values related to effective reflection. This method offers a new lens on traditional pedagogy in nursing education, that can aid in critical thinking and application of concepts in the new generation of nurses.