Clearer Connections: QEP Student Self-Reflective Journaling Irene Mueller, Ed.D, RHIA Mary Teslow, MLIS, RHIA Natalie Moore, HIA Senior School of Health

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Clearer Connections: QEP Student Self-Reflective Journaling Irene Mueller, Ed.D, RHIA Mary Teslow, MLIS, RHIA Natalie Moore, HIA Senior School of Health Sciences Health Information Administration QEP Pilot Program FEEd 2008 Slide 2 2 Objectives 1.Value of reflective journaling as a learning strategy 2.Self-SOAP method 3.HIAs evolving experience 4.Benefits for students and faculty 5.Student point-of-view 6.Strongly recommended, additional QEP benefit Slide 3 FEEd 2008 3 Reflective Journals Becoming a common means of increasing learning by helping writers: Examine habitual patterns of thinking and acting Articulate experience and knowledge, thereby increasing understanding Acknowledge strengths and weaknesses Begin considering ways to improve performance. Slide 4 FEEd 2008 4 Writing is Learning "Writing is learning" motto of the writing-across- the-curriculum movement. Writing helps learners to know whether or not they understand something. Zubizarreta, 2004 Slide 5 FEEd 2008 5 HIA Background Student self-reflective journals used for several semesters General instructions were given Less than satisfactory results Journals were Overly vague Overly personal responses Little integration of course content with experiential learning activities Slide 6 FEEd 2008 6 Journaling: Early Samples Too vague, non-specific I went to my facilities today and did my tours. It was interesting and overwhelming at times; but, overall, it went just fine. Today I did the management assignment. It was cool to see what managers have to deal with. I applied two skills today, teamworking and communication. Handout Page 2 Slide 7 FEEd 2008 7 Journaling: Early Samples But, some showed promise Organizing one's time throughout the day and prioritizing tasks is also a task that many people my age lack. Often the "fun" assignments are done first although they may not need to be done until the late afternoon, whereas a "not fun" task may be due by noon, but is not done first. Slide 8 FEEd 2008 8 Discovering Self-SOAP Notes We found an article in the PT literature that uses the SOAP format for student self-reflection in the clinical setting. Enhancing critical reflection of students using the self-SOAP Students need for feedback during transition from classroom to professional setting. Citation is in the handout. Slide 9 FEEd 2008 9 Well Suited to HIA Education Documentation is a key skill Business processes, budget justification, personnel actions, project management, reports, etc. Experience of work is not enough in itself. It is the learning that comes from it that is important. Harvey, Geall & Moon 1998 Slide 10 FEEd 2008 10 Self-SOAP Notes Standard healthcare documentation method adapted for self-reflection Subjective Objective Assessment Plan Also connects / integrates professional content with personal context Slide 11 FEEd 2008 11 Value Right from the Start Adaptation Model revised for HIA activities and self-assessment Student Instruction Easily accomplished Return on investment Immediate Unexpected Students and Faculty Slide 12 FEEd 2008 12 Good First Results Early results very promising Seniors AHIMA website Recruitment: Haunted Moore Hall Off-campus PPEs (clinicals) Juniors Blood drive Fitness assessment Business Etiquette Dinner But Handout Page 2 Slide 13 FEEd 2008 13 Early Self-SOAP S I am very glad that I got the chance to explore the AHIMA Career Assist and Job Bank web sites. These sites will be very helpful now, as well as in the future. O I was able to navigate through the web sites and look at different jobs that were available. I applied research skills to help me better understand which jobs would go along with my degree. A I enjoyed this activity so much; it kind of gave me some idea of what I want to do in the future and what jobs may be available. I was so overwhelmed, in a good way, to find that there are so many positions that would accommodate my degree. P I will definitely begin using the two web sites from this day forward. I learned so much and now I'm happy that I spent the $35 to become a member of AHIMA. Slide 14 FEEd 2008 14 Need to Become More Obvious Answer student questions Why do I need to do this? Added contextual elements Background Purpose Additional prompts Provide feedback in grading process Handout Page 3 Slide 15 FEEd 2008 15 Next Adaptation Based on, assess your potential in Subjective (I felt .., I enjoyed., I disliked..) Objective (I did ., I saw, I observed.) Assessment (I did best at, I could have been better at) Plan (To improve my success in a similar activity, in the future I will..) Slide 16 FEEd 2008 16 Try a Self-SOAP Handout Samples and Resources Self-SOAP practice Consider a course experience in Spring 08 Create your own Self-SOAP note Handout, page 1 Slide 17 FEEd 2008 17 Examples of HIA Activities Business Etiquette Dinners and Receptions Allied Health Career Day Haunted Moore Hall project management and teamwork Red Cross Blood Drive sponsorship HSCC 101 fitness assessment data recorders Personal Health Record (MyPHR) presentations Slide 18 FEEd 2008 18 Self-SOAP Subjective (I felt ..) At the business reception, I felt very intimidated at first by the employers and by the people who worked for the career services department. As the night went on, I felt more and more comfortable with everyone including my classmates. We tried to make the best of the learning experience and I learned an immense amount about what the professional world will be like. I did feel very confident when [a specific employer] remembered my name. Slide 19 FEEd 2008 19 Self-SOAP Objective (I did ..) I made sure to smile and to shake hands with everyone I met at the reception. I also shook hands while leaving the group to ensure that at least my face was remembered. I think a smile can go a thousand miles, so I was sure to smile a lot. I said my name clearly and loudly before each conversation began and I think that helped them remember my name better. Slide 20 FEEd 2008 20 Self-SOAP Assessment (I did best at, I could have been better at ) I did my best at introducing myself at the business reception. There were some people in the room that no one remembered, and I was glad that I was not one of them. I could have been better at learning how to hold the plate, napkin, and glass. It took me a long time to figure out which hand to shake with and which hand to not shake with. Slide 21 FEEd 2008 21 Self-SOAP Plan (To improve my success as a HIM professional, in the future I will..) In the future to improve my success as an HIM professional, I will pay more attention while directions are given about hand shaking and how to hold the plate/napkin/glass. I will also try to learn more about how to properly eat the food or how to properly turn down food if it is not wanted. Slide 22 FEEd 2008 22 Meet the Author Students Perceptions Diary vs. Journal Reflection (me-time) Value HIA Program Leadership Training Applied in any content, context Professional, Personal, Community Slide 23 FEEd 2008 23 Benefits Students report a better understanding of the intent of the activities Improved Specificity, objectivity, and completeness of journal responses Critical thinking and justification of point-of-view Slide 24 FEEd 2008 24 Benefits Students increased sense of personal responsibility for improvement Role models professional practice and supports success and effectiveness when entering the profession Slide 25 FEEd 2008 25 Faculty Return on Investment Faculty gained better insight into the effectiveness of activities Value added assignment method that met multiple educational goals Student skills developed with repetition and practice Slide 26 FEEd 2008 26 Faculty Return on Investment Met many of our goals Improved writing, critical thinking, making connections Faculty also saw improvement in the area of personal responsibility with the Plan element and prompt. Slide 27 FEEd 2008 27 Unexpected Benefit Intervention Strategy At-risk students required to complete in-depth Self-SOAP note Focused on personal responsibility and why their performance has not met Program Standards First step in remediation contract Handout Page 5 Slide 28 FEEd 2008 28 Program Standards Faculty developing policies and procedures Role modeling workplace Self-SOAP notes provide a standard for journaling promotes consistency, student familiarity with the process, writing practice, and preparation of a professional product Slide 29 FEEd 2008 29 Self-SOAP & the QEP Added value at WCU Helps meet several goals Provides potential artifacts for the Educational Briefcase Slide 30 FEEd 2008 30 WCU Quality Enhancement Plan 2007: SACS accreditation 10 year cycle, reporting at year 5 QEP topic (Undergrad Only) Synthesis: A Pathway to Intentional Learning. Coordinated by Dr. Carol Burton Asst. VC, Undergraduate Studies QEP Committees Irene served on SACS Mary serves on Technology Slide 31 FEEd 2008 31 QEP Framework Fosters synthesis across disciplines coordinating curricular and co-curricular experiences to facilitate students development of a clearer purpose at the university Slide 32 FEEd 2008 32 The outcome of the plan will be Students who are intentional participants in their own learning Will impact Academics, faculty and advisors Residential Life Service Learning Student Leadership Career Planning/Education Outcome & Impact Slide 33 FEEd 2008 33 HIA: QEP Pilot Program Current Issues Integration / Connections Critical thinking Improve writing skills Program Standards Professional expectations Professional behaviors Professional products Slide 34 FEEd 2008 34 HIA: QEP learning goal focus In the Junior Year, students will: Connect the academic and student life components of their experience Refine their learning plan Slide 35 FEEd 2008 35 HIA: QEP learning goal focus In the Senior Year, students will: Communicate the connections between their university experiences and their future education