title: Reflective peer journals: developing authentic nurses.
abstract: Nursing education courses often require students to write about their learning experiences in a journal or a log book. Students write the journal/log and submit it to the instructor. The instructor reads, comments, and may or may not grade it. This paper is a reflection on the use and misuse of journals in nursing education from the viewpoints of students and instructors. Related literature is integrated into a dialogue with concepts that relate to nursing education. A theoretical framework, a format and guidelines for peer journals are presented, along with the rationale for having students keep peer journals rather than student/instructor logs.
authors.affiliation: Faculty of Nursing, University of Alberta, Edmonton, Canada.
authors.forename: B L
authors.initials: BL
authors.lastname: Cameron
authors.forename: A M
authors.initials: AM
authors.lastname: Mitchell
mesh_terms: D004508:Education, Nursing, Baccalaureate; D004511:Education, Nursing, Graduate; D005181:Faculty, Nursing; D006801:Humans; D009737:Nursing Records; D010379:Peer Group; D012649:Self Concept; D013338:Students, Nursing / Q000523:psychology; D014956:Writing