title: Faculty and student dialogue through journal writing.
abstract: 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.
authors.affiliation: College of Nursing, Villanova University, Villanova, PA, USA. mary.ann.ritchie@villanova.edu
authors.forename: Mary Ann
authors.initials: MA
authors.lastname: Ritchie
mesh_terms: 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