logbook - ateliers.cnfs.ca · unit 2 supervision. unit 2.2 reflective practice basic principles of...

Unit 2 SupervisionUnit 2.2 Reflective practice

Basic Principles of Supervision

Logbook

What is a logbook?The logbook is a support document in which the trainee can write down his thoughts on his placement. It is a working tool to record his learnings or any placement-related element. This logging allows the trainee to take a step back to reflect on what just happened and to analyze the situation more objectively and completely. It is a useful tool to foster reflective practice in the trainee (Baird, 2005; Driscoll, 2007; Higgs, Trysenaar, Rooda, Perkins & Nardi, as quoted by Williams et al., 2002; van Horn & Freed, 2008; Milinkovic & Field, 2005; Winnie & Palmer, 2002).

UsefulnessThe keeping of a logbook is suggested to the trainee during placement, considering its benefits for reflective practice. This document helps him to look back on his learnings and proves to be very supportive whenever preparing for assess-ment meetings and training report.

The logbook also allows the trainee to:

• Explore his feelings and reactions.• Reflect on what he experienced.• Make a connection with previous experiences.• Facilitate the connection between practice and theory.• Become a reflective practitioner.• Clarify his thoughts.• Integrate knowledge more easily.• Modify his behaviors.• Explore what it entails to be a professional.• Develop his self-sufficiency.• Develop his skills for self-assessment.

(Baird, 2005; Driscoll, 2007; van Horn & Freed, 2008; Ibaretta & McLeod, 2004; Milinkovic & Field, 2005; Landeen, Byrne, Brown; Jenson & Denton, as quoted by Williams et al., 2002; Smith, as quoted by Williams et al., 2002; Winnie & Palmer, 2004)

Consortium national de formation en santé (CNFS) – Volet Université d’Ottawa. © 2017

Unit 2 SupervisionUnit 2.2 Reflective practice of supervision


The logbook can be used in many waysEach type of logbook carries its own advantages and disadvantages.1. Private logbook - The trainee writes privately in his logbook. He is the only one to read it. It is used as a learning

document promoting self-reflection. Since some trainees find it difficult to write down their thoughts, this tool fos-ters the acquisition of this skill.

2. Semi-private logbook - The trainee writes down his thoughts and shares them regularly with his supervisor (inter-active logbook). This tool helps the supervisor to review the trainee’s learning process, to target the difficulties heencountered and to monitor his clinical reasoning. Since the logbook is not private, it is important to mention to thetrainee, at the beginning of his placement, that this tool could be read and even be used in the assessment process. Ifthat is the case, the supervisor must be able to give regular feedback on the content (Ibaretta & McLeod, 2004).

3. Public logbook – The trainee makes his entries in the logbook and the supervisor adds his comments. The logbookcan be used as a communication and assessment tool.

(Boutin & Camaraire, 2001; Holmet Stephenson, as quoted by Findlay et al., 2010; Ibaretta & McLeod, 2004; Perkins, as quoted by Milinkovic & Field, 2005; Milinkovic & Field, 2005; Laudeen et al., as quoted by Milinkovic & Field, 2005; Winnie & Palmer, 2004)

In a certain way, the logbook keeps tabs on what the trainee learns.

What can be written in a logbook?In the logbook, one can write:

• What was learned• Observations, impressions• Personal reactions• Questions• Reflections of all kinds• Emotions• New techniques learned• Links with theory (courses, readings)• Progress made• Problems encountered during the day, and their impacts• Problems of all kind (communication, confusion…)• Feedback from supervisor• Explanation of process used• Language used• Results• Reflective questions from supervisor• Etc.

(Boutin & Camaraire, 2001; Findlay, 2010; Ibaretta & McLeod, 2004; Williams et al., 2002; Winnie & Palmer, 2004)




How should entries be made in the logbook?According to Findlay et al. (2010), the trainee’s entries must be reflective rather than descriptive. The trainee must try to answer the why’s (i.e. why this action). He must be encouraged to summarize and analyse data in such a way that it will lead to new questions.

The trainee must not dwell on formal linguistic rules, but rather write whatever comes to mind in order to express his ideas freely (Milinkovic & Field, 2005).

It is important to write the date and hour of each entry made. Daily entries are recommended (Ibaretta & Mcleod, 2004).

Any trainee starting a logbook must show humility, integrity, perseverance, empathy and self-discipline.

It is also important to provide the trainee with an example of a logbook to lower his stress towards this task. The use of a template can facilitate writing in the logbook. One is provided hereunder.

(Boutin & Camaraire, 2001; Driscoll, 2007; Findlay et al., 2010; Ibaretta & Mcleod, 2004; Khamis, n.d.; Milinkovic & Field, 2005; Turley, as quoted by Findlay et al., 2010; Metrick Kennison & Misselwitz, as quoted by Findlay, 2010; Shep-ard & Jensen, as quoted by Findlay et al.; Williams et al., as quoted by Findlay et al., 2010; Université de Montréal, n.d.; Usher, Tollefson & Francis, 2001; Smith, as quoted by Findlay et al., 2010; Winnie, as quoted by Findlay et al, 2010).




Logbook summary grid Name: Date:

Meeting #:

Activities or significant events

Learnings (knowledge, procedural skills (know-how) and people skills (know-how-to-be)

Difficulties encountered and reflective thinking (actual experience, question, assess-ment)

Resolutions for the future


logbook - ateliers.cnfs.ca · unit 2 supervision. unit 2.2 reflective practice basic principles of...

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