Mary Ann Ritchie1. 1. College of Nursing, Villanova University, Villanova, PA, USA. mary.ann.ritchie@villanova.edu
Abstract
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.
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.