title: Evaluating reflective writing for appropriateness, fairness, and consistency.
abstract: Nurse educators are divided about how to best evaluate nursing students' reflective writings for evidence of critical thinking. This article reports on a study of consistency among faculty in grading writing in reflective journals. The results indicate a lack of consensus with regard to evaluation and differences among faculty with regard to how they view the purpose of such exercises.
authors.affiliation: West Liberty State College, West Liberty, West Virginia, USA.
authors.forename: Monica Metrick
authors.initials: MM
authors.lastname: Kennison
authors.forename: Shirley
authors.initials: S
authors.lastname: Misselwitz
mesh_terms: D001291:Attitude of Health Personnel; D032921:Consensus; D004508:Education, Nursing, Baccalaureate / Q000379:methods* / Q000592:standards; D004521:Educational Measurement / Q000379:methods*; D005181:Faculty, Nursing; D017408:Guidelines as Topic; D006801:Humans; D015402:Nursing Education Research; D009736:Nursing Process; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking; D014956:Writing