EducationNCT07730411
Reflective Journaling on Affective Awareness Toward Learning and Academic Self-Efficacy
A study testing Reflective journaling in people with Education and Nursing, run by Inonu University at 1 site in Turkey (Türkiye).
Trial 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… Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- What is being tested?
- Reflective journaling
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 116 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 15 Apr 2026to 15 Jul 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- 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.
Who cannot join
- 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.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Reflective Journaling on Affective Awareness Toward Learning and Academic Self-Efficacy Among Nursing Students: A Randomized Controlled Trial
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.
Read the detailed description
The study included students taking the 'Fundamentals of Nursing II' course who were undertaking clinical placements. Students undertake clinical placements for a period of 14 weeks. The first four weeks are devoted to laboratory-based activities and preparation for clinical practice. Clinical practice at the hospital commences in the following weeks. During the final four weeks of the clinical placement, students were asked to keep a reflective journal to enhance their awareness and support their learning.
Over the course of four weeks, students were asked to observe clinical practice and write down their experiences in detail. Each week, students were given a diary form prepared using Gibbs's model and asked to submit it one week later.
During the pre-test phase, all students across all groups were administered the 'Student Profile Form', the 'Affective Awareness Scale for Teaching' and the 'Academic Self-Efficacy Scale for Nursing Students'. To prevent interaction between groups, data collection was carried out on different days.
Post-test data were collected four weeks after the pre-test using the same scales.
- Being tested
- Reflective journaling
- Keywords
- Reflective Journaling,, Education,, Self Efficacy,, Affect,, Learning,, Students
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Reflective journalingBehavioural
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.
| Study group | Role | What they receive |
|---|---|---|
| Reflective Journaling | Experimental | Not described Receives: Behavioral: Reflective journaling |
| Control group | No intervention | No intervention |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 4 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 Jul 2026
- Study start15 Apr 2026
- Primary completion15 Jun 2026
- Study completion15 Jul 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for EducationStudies of the same condition, open and under way.
- More trials run by Inonu UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 116 participants (actual)
Sponsor and investigators
- Lead sponsor
- Inonu University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Hakime Aslan, Inonu University
- Investigators
- Hakime Aslan, Principal investigator, Faculty of Nursing
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07730411
- Sponsor's protocol ID
- Sibel Çimen
- Status last verified
- Jul 2026
- First submitted
- 23 Jul 2026
- Last updated
- 28 Jul 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
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.
PubMed 40840078
Study at a glance
From the registry record, last updated by the sponsor on 28 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Reflective Journaling on Affective Awareness Toward Learning and Academic Self-Efficacy Among Nursing Students: A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07730411
- Acronym / sponsor ID
- Sibel Çimen
- Keywords
- Reflective Journaling,, Education,, Self Efficacy,, Affect,, Learning,, Students
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 116 participants (actual)
- Lead sponsor
- Inonu UniversityUniversity, hospital or other
- Study start
- 15 Apr 2026 (actual)
- Primary completion
- 15 Jun 2026 (actual)
- Study completion
- 15 Jul 2026 (actual)
- First posted
- 28 Jul 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
The study included students taking the 'Fundamentals of Nursing II' course who were undertaking clinical placements. Students undertake clinical placements for a period of 14 weeks. The first four weeks are devoted to laboratory-based activities and preparation for clinical practice. Clinical practice at the hospital commences in the following weeks. During the final four weeks of the clinical placement, students were asked to keep a reflective journal to enhance their awareness and support their learning.
Over the course of four weeks, students were asked to observe clinical practice and write down their experiences in detail. Each week, students were given a diary form prepared using Gibbs's model and asked to submit it one week later.
During the pre-test phase, all students across all groups were administered the 'Student Profile Form', the 'Affective Awareness Scale for Teaching' and the 'Academic Self-Efficacy Scale for Nursing Students'. To prevent interaction between groups, data collection was carried out on different days.
Post-test data were collected four weeks after the pre-test using the same scales.
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Reflective Journaling | Experimental | Behavioral: Reflective journaling |
| Control group | No intervention | –No intervention |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- 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.
Key exclusion criteria (2 listed)
- 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.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Reflective journalingOver 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. | Behavioural | Reflective Journaling |
Primary outcome
Affective Awareness Toward Learning
Time frame: 4 weeks
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.
Effect of Academic Self-Efficacy
Time frame: 4 weeks
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.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 28 Jul 2026.
- Background: PubMed 40840078Kaplan 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.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Hakime Aslan principal investigator
Faculty of Nursing
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Reflective journaling in people with Education and Nursing, run by Inonu University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 28 Jul 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Affective Awareness Toward Learning (time frame: 4 weeks). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07730411, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 28 Jul 2026.