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


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.


CONCLUSIONS
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.
Ritchie
Mary Ann
MA
College of Nursing, Villanova University, Villanova, PA, USA. mary.ann.ritchie@villanova.edu
D000223:Adaptation, Psychological; D000339:Affect; D001291:Attitude of Health Personnel; D001325:Autobiographies as Topic; D001364:Awareness; D003142:Communication; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005181:Faculty, Nursing; D017144:Focus Groups; D006801:Humans; D007400:Interprofessional Relations; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010371:Pediatric Nursing / Q000193:education; D011231:Preceptorship; D036301:Qualitative Research; D012649:Self Concept; D012752:Shame; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D035502:Trust; D014956:Writing