Background/Aims Student logbooks are a useful tool for documenting experiences and fostering reflection in nursing education. However, inefficiencies in paper-based systems, perceived lack of usefulness and misalignment with individual needs can make completing logbooks challenging. This study aimed to explore how logbooks can be optimised to enhance leadership development in nursing students during clinical placements in Brunei, focusing on addressing challenges and variations encountered in clinical settings. Methods A qualitative study was conducted using a social constructivist paradigm and a narrative approach. Data were collected through focus group discussions, held with 62 final-year nursing students and qualified nurses in Brunei to gather diverse perspectives on logbook use. Thematic analysis was used to analyse the transcribed data. Results Several key themes emerged from the data, including perceived benefits of logbook use (such as self-improvement and enhanced communication), the need for logbooks tailored to specific clinical settings and learning needs, and discrepancies between logbook tasks and student goals. Participants emphasised the importance of reflection, personalised feedback and clear communication in maximising the effectiveness of logbooks for leadership development. Conclusions Logbooks can help student nurses to develop leadership skills, but their content and design needs to be optimised to ensure that they meet the needs of all students. By making the best use of these valuable learning tools, healthcare organisations and educational institutions can promote leadership development in the nursing curriculum. Implications for practice The effectiveness of student logbooks could be enhanced by adding options for customisation, ensuring that logbooks are aligned with individual learning needs and focusing on reflection and feedback.
Abdul-Rahim et al. (Fri,) studied this question.