Grading Journals in Clinical Practice: A Delicate Issue

The Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal Writing

AIM

The aim of this study was to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing.

BACKGROUND

Journal writing is often used to gauge skills and knowledge. However, disagreement exists as to whether journals should be graded as students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced.

METHOD

Data were collected using an anonymous online survey. The nonprobability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing.

RESULTS

Findings indicated a statistically significant positive relationship between grading of reflective journals and student honesty.

CONCLUSION

Instead of grading the written component, the process of reflective practice should be assessed, possibly changing to a grade of complete/incomplete.

Reflective Writing and Nursing Education

Reflective writing is a valued tool for teaching nursing students and for documentation, support, and generation of nursing knowledge among experienced nurses. Expressive or reflective writing is becoming widely accepted in both professional and lay publications as a mechanism for coping with critical incidents. This article explores reflective writing as a tool for nursing education.

Faculty and student dialogue through journal writing

ISSUES AND PURPOSE

To explore how journal writing promotes and fosters an ongoing dialogue between students and faculty during an acute care pediatric clinical experience.

DESIGN AND METHODS

Unstructured, self-report data were collected via students' clinical journal entries and during a focus group interview. Content analysis was used to identified recurrent themes.

RESULTS

Two themes were generated: building a bond of trust and saving face.

PRACTICE IMPLICATIONS

The findings have implications for preceptors of nursing professionals. Implementing journal writing as a component to teaching-learning in the practice environment provides a means to recognize the affective outcomes of learning, such as increasing self-awareness and professional growth.