The "writing to learn" paradigm assists students in developing reflection, critical thinking, and the higher order cognitive skills of analysis and synthesis. One common teaching strategy used in this process is clinical journals. Integrating the concepts and underlying theory of journaling, mentoring, and the Circles of Meaning model in the development of the mentored journal, the author discusses a model in which each component acts synergistically to enhance the process of critical thinking within nursing students.
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Hope Bilinski (2002) studied this question.
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