HELPING STUDENTS SEE THE

BIGGER PICTURE OF HEALTH

CARE THROUGH GUIDED

JOURNALS

JERI L. BRANDT PH.D., RN

NEBRASKA WESLEYAN UNIVERSITY

OBJECTIVES

1. Use the American Association of Colleges of

Nursing Essentials of Baccalaureate Nursing for

Professional Nursing Practice or Essentials of

Master’s Education to identify content specific to

health policy and advocacy and population outcomes

that can be used for student journals.

2. Modify an existing rubric for a journal activity to fit

the needs of your nursing program’s curriculum.

3. Evaluate instructions for the journal activity and

evaluate a rubric developed during this session.

WHO IS IN THE AUDIENCE?

Associate degree programs?

BSN programs?

MSN programs?

Experienced with journaling?

Journaling for clinical?

Experienced writing a rubric?

ESSENTIAL V HEALTHCARE

POLICY, FINANCE AND

REGULATORY ENVIRONMENTS

(ESSENTIALS OF BACCALAUREATE NURSING FOR

PROFESSIONAL NURSING PRACTICE, AACN, 2008)

The program prepares the graduate to:

5.1 Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national and global healthcare trends

5.2 Describe how health care is organized and financed, including the implication of business principles, such as patient and system cost factors.

ESSENTIAL V HEALTH

POLICY CONT.

5.3 Compare benefits and limitations of the major

forms of reimbursement on the delivery of health

care services

5.4 Examine legislative and regulatory processes

relevant to the provision of health care

5.5 Describe state and national statutes, rules, and

regulations that authorize and define professional nursing practice

ESSENTIAL V HEALTH

POLICY CONT.

5.6 Explore the impact of socio-cultural, economic, legal and

political factors influencing healthcare delivery and practice.

5.7 Examine the roles and responsibilities of the regulatory

agencies and their effect on patient care quality, workplace

safety, and the scope of nursing and other health

professionals’ practice

Through 5.12

5.12 Advocate for consumers and the nursing profession

ESSENTIAL V HEALTH

POLICY CONT.

5.12 Advocate for consumers and the

nursing profession

AND HOW DO WE

ACCOMPLISH ALL OF

THIS?

A “professional issues

course” is a start

But what about

requiring students to

think about health care

delivery systems,

patient care costs,

policies and advocacy

in other courses?

JOURNALS

Help students relate

clinical experiences

with such issues as

reimbursement,

policies, and the

advocacy role of the

nurse

LEVELS OF REFLECTION

(WILLIAMS ET AL. (2002)

Williams developed the levels using physical therapy students

A Study by Wessel and Larin (2006) used the levels developed by Williams and found that physical therapy students (n=15) improved journal entries to higher levels with more practice

Level 1 Describes learning (what happened) Level 2 Analyzes/re-evaluates learning Level 3 Verifies (values)Learning & Prior learning Level 4 Gains a new understanding Level 5 Indicates future behavior

STUDENT JOURNALS (WILLIAMS ET AL

(2002), WESSEL & LARIN, (2006)

If journals are directed reflection students can

reach levels

4 : gain a new understanding

and

5 Plan future behavior

INSTRUCTIONS FOR JOURNAL FOR

5.1 BSN GERONTOLOGY COURSE

No title page is needed. Please do not type more than two and one half pages (double spaced) for this assignment. Clarity is important, be concise and use complete sentences. Please use the following headings in your analytical journal:

You may use your patient or grandparent or great-grandparent) Use the Medicare.gov website or an insurance website for this journal

Title of Topic : Medicare or Insurance Coverage

Your name:

JOURNAL INSTRUCTIONS

Put the following underlined headings in your journal

5.1. Political, social and economic policies changes Use the state health department demographics website. What percentage of our state is over the age of 65 years? Look at the county where your grandparents or elderly relatives live, what percentage of that county is age 65 or older? How does the percentage of persons who are retirement age relate to the income level of the county? What social policies might be related to the percentage of persons over the age of 65 in a county or a state? (Examples might include funding for senior centers, school bonds, income taxes)

JOURNAL HEADING

5.3.Medicare or Insurance Coverage

Discuss supplies and meds that will be needed by your patient or elderly relative. What costs will be paid out of pocket by the person or family? Discuss steps you can take to find out how much money this would be on a monthly basis and act as an advocate for your patient or family member

RUBRIC JOURNAL BSN 5.1

GERONTOLOGY COURSE

Topic 5-6 points 3-4 points 1-2 points 0 points

How does the percentage of persons who are retirement age relate to the education, health, and economic needs of the county or state?

Gives data

from state

website,

shows

how persons

age 65+ can

be an asset as

well as specific

needs and

policies

needed to

improve health

in that

county/state

Gives data

from state

website, shows

how persons

age 65+ can be an

asset gives ideas

for general

needs and policies

needed to improve

health

Only gives

data but

makes no

relationship

To how needs

are

Related to

Policies,

No data

cited

Statement

About

Health

given

Is

Not

developed

MASTER’S

ESSENTIALS

Essential 2 Organizational and Systems Leadership

2.1 Apply leadership skills…in the provision of culturally

responsive, high-quality nursing care…and the oversight

and accountability for care delivery and outcomes

MASTER’S

ESSENTIALS

Essential 5 Informatics and Healthcare Technologies

5.1 Analyze current and emerging technologies to support

safe practice environments, and to optimize patient safety,

cost-effectiveness, and health outcomes…

5.3 Promote policies that incorporate ethical principles and

standards for the use of health and information

technologies

JOURNAL ASSIGNMENT MSN

2.1 Apply leadership skills…in the provision of

culturally responsive, high-quality nursing care…and

the oversight and accountability for care delivery and

outcomes

FRESH IDEAS FOR

JOURNALS

Video journal,

discussion board on

course management

system, and blogs on

course management

system

Use similar instructions

and rubrics

JOURNAL INSTRUCTIONS

Journals are submitted on Blackboard as a Word Document

with the following information (no title page) Entire journal

should be no more than 2.5 pages double spaced, 12 point

font. Read the rubric before you begin to write the

journal.

Title: Heritage group for your reflection, such as Sudanese Heritage

Your name:

2.1 Discuss leadership skills…in the provision of culturally

responsive, high-quality nursing care…and the oversight and

accountability for care delivery and outcomes. This will be

your biggest section for your journal.

JOURNAL INSTRUCTIONS

2) Discuss special needs of healthcare providers or

staff, including interpreters who are working in this

country and are immigrants from the selected

heritage group and how you would plan to assist

with these needs and evaluate the success of your

program for this group

JOURNAL INSTRUCTIONS

3. Discuss special needs of healthcare consumers (patients

or consumers) who are from the selected heritage group

and how you would plan to assist with these needs and

evaluate the success of your program for this group

4) Personal Growth Includes how your knowledge and

beliefs have changed, how you could use this with families

or planning for this population. What actions will you

undertake in a different manner?

RUBRIC 2.1

Topic 5-6 points 3-4 points 1-2 points 0 points

Discuss political, social and economic policies and their relation to culturally competent care

Identifies

improvements

for local or

national

policies such

as Medicaid,

or Immigrant

Health and

specifies new

models of

care delivery

specific to the

culture

Identifies a

local program

for persons

from this

culture, states

problems with

policies and

makes

suggestions

about

improving

social, political

or economic

policies

Identifies a

local

program for

the

cultural group

and policy or

procedure to

refer people

Does

not

Specify

a policy

or

program

or a

nursing

interven

tion

RUBRIC

Topic 5-6 3-4 1-2 0

Special needs of healthcare providers or staff, and how you would plan to assist with these needs and evaluate the success of your program for this group

Provides

innovative

ideas to

improve staff

knowledge

and care.

Gives ideas

To assess

Needs as

Well as

Evaluate

Effective-

ness of a

program

States a

method to

assess

needs and a

program to

improve

care.

Evaluation is

missing or

incomplete

Presents a

need or an

idea to help

staff provide

better care but

no evaluation

Is included

Provides

a story

about an

Incident

With no

Ideas for

Education

or

improve-

ment

STUDENT RESPONSES

Helping staff recognize their personal views can help them recognize differences in other groups by beginning the assessment with sensitivity to cultural preferences. Some immigrants from South Sudan speak English, but not all women are able to read.

Making required educational viewing of an online video about the various backgrounds of people from South Sudan including nursing approaches would help providers improve their care. In my experience I have not encountered any problems with interpreters, so I am not sure what they would need to learn.

I would use a few questions at the end on the video lesson and ask the participants to make suggestions or ask questions about care for patients from South Sudan (this received full credit)

MORE STUDENT RESPONSES

Some Arabic physicians and patients may not believe that it

is necessary for patients to know a serious diagnosis or the

full extent of a surgical procedure. The doctors feel that it is

cruel and will make the patient feel hopeless. Taking this into

consideration, the healthcare organizations should, as a

regular procedure ask the patient before tests are run or

surgery is undertaken as to whom should the physician

disclose the results. (given 4 points for procedure change)

EXPERIENCES WITH THIS

JOURNAL AND RUBRIC

Posting an example of a journal helps all students

Students may have few real life experiences thinking

about group interventions and evaluation

Students struggle to apply knowledge about a culture

to a healthcare worker, and may fail to address

education levels or cultural beliefs that result in

differences in care provided

Depending on course content and enrollment, two

journals may be optimal – some students asked for

more journals!

STUDENT COMMENTS

“the journal required me to think about using cultural

information in the workplace”

“I never thought about policies in our hospital that might

result in poor outcomes without this journal experience”

“I admit that before this class I didn’t pay much attention to

programs that might be important to immigrants, I really had

to think for the journal”

OUR ACTIVITY

We have 3 different essentials, 1 BSN and 2 MSN

Essentials.

Break into small groups

Develop an instruction sheet related to your Essential

Use the handouts with a partially developed rubric –

there are 3 different topics

REFERENCES CONSULTED Blake, T. (2005). Journaling; an active learning technique. International Journal Of Nursing Education Scholarship, 2(1),

Cohen, J., & Welch, L. (2002). Web journaling: using informational technology to teach reflective practice. Nursing Leadership Forum,6(4), 108-112.

Daroszewski, E., Kinser, A., & Lloyd, S. (2004). Educational innovations. Online, directed journaling in community health advanced practice nursing clinical education. Journal Of Nursing Education, 43(4), 175-180.

Epp, S. (2008). The value of reflective journaling in undergraduate nursing education: a literature review. International Journal Of Nursing Studies, 45(9), 1379-1388.

Goldenhar, L. M., Margolin, E., & Warshaw, G. (2008). Effect of Extracurricular Geriatric Medicine Training: A Model Based on Student Reflections on Healthcare Delivery to Elderly People. Journal Of The American Geriatrics Society, 56(3), 548-552. doi:10.1111/j.1532-5415.2007.01554.x

Kessler, P., & Lund, C. (2004). Reflective journaling: developing an online journal for distance education. Nurse Educator, 29(1), 20-24.

McKenna, L. (2007). “Getting the Word Out”: Policy Bloggers Use Their Soap Box to Make Change. Review Of Policy Research, 24(3), 209-229.

Mosavel, M., Ahmed, R., Daniels, D., & Simon, C. (2011). Community researchers conducting health disparities research: Ethical and other insights from fieldwork journaling. Social Science & Medicine, 73(1), 145-152. doi:10.1016/j.socscimed.2011.04.029

Parikh, S., Janson, C., & Singleton, T. (2012). Video Journaling as a Method of Reflective Practice. Counselor Education & Supervision,51(1), 33-49.

REFERENCES CONTINUED

Schuessler, J. B., Wilder, B., & Byrd, L. W. (2012). Reflective

journaling and development of cultural humility in students. Nursing

Education Perspectives, 33(2), 96-99. doi:10.5480/1536-5026-33.2.96

Sewell, E. (2008). Journaling as a mechanism to facilitate graduate

nurses' role transition. Journal For Nurses In Staff

Development,24(2), 49-52

Spector, N., & Kappel, D. M. (2012). Guidelines for Using Electronic

and Social Media: The Regulatory Perspective. Online Journal Of

Issues In Nursing, 17(3), 1. doi:10.3912/OJIN.Vol17No03Man01

Stevens, D. & Levi, A. (2013) Introduction to Rubrics. Sterling, VA:

Stylus Publishing.

Thomas, C. M., Bertram, E., & Allen, R. (2012). Preparing for

Transition to Professional Practice: Creating a Simulated Blog and

Reflective Journaling Activity. Clinical Simulation In Nursing, 8(3),

e87-95. doi:10.1016/j.ecns.2010.07.004

Van Horn, R., & Freed, S. (2008). Journaling and dialogue pairs to

promote reflection in clinical nursing education. Nursing Education

Perspectives, 29(4), 220-225.

Wessel, J.,Larin, H., (2006) Change in reflections of physiotherapy

students over time in clinical placement. Learning in Health and

Social Care 5 (3), 119-132.

REFERENCES CONTINUED

Thomas, C. M., Bertram, E., & Allen, R. (2012). Preparing for Transition to Professional Practice: Creating a Simulated Blog and Reflective Journaling Activity. Clinical Simulation In Nursing, 8(3), e87-95. doi:10.1016/j.ecns.2010.07.004

Van Horn, R., & Freed, S. (2008). Journaling and dialogue pairs to promote reflection in clinical nursing education. Nursing Education Perspectives, 29(4), 220-225.

Wessel, J.,Larin, H., (2006) Change in reflections of physiotherapy students over time in clinical placement. Learning in Health and Social Care 5 (3), 119-132.

Williams, R.M.,Sundelin, G.,Foster-Seargeant,E., Norman, G.R.(2000). Assessing the reliability of grading reflective journal writing. Journal of Physical Therapy Education 14, 23-26.

6/30/2014

1

HELPING STUDENTS SEE THE

BIGGER PICTURE OF HEALTH

CARE THROUGH GUIDED

JOURNALS

JERI L. BRANDT PH.D., RN

NEBRASKA WESLEYAN UNIVERSITY

OBJECTIVES

1. Use the American Association of Colleges of

Nursing Essentials of Baccalaureate Nursing for

Professional Nursing Practice or Essentials of

Master’s Education to identify content specific to

health policy and advocacy and population outcomes

that can be used for student journals.

2. Modify an existing rubric for a journal activity to fit

the needs of your nursing program’s curriculum.

3. Evaluate instructions for the journal activity and

evaluate a rubric developed during this session.

WHO IS IN THE AUDIENCE?

Associate degree programs?

BSN programs?

MSN programs?

Experienced with journaling?

Journaling for clinical?

Experienced writing a rubric?

6/30/2014

2

ESSENTIAL V HEALTHCARE

POLICY, FINANCE AND

REGULATORY ENVIRONMENTS

(ESSENTIALS OF BACCALAUREATE NURSING FOR

PROFESSIONAL NURSING PRACTICE, AACN, 2008)

The program prepares the graduate to:

5.1 Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national and global healthcare trends

5.2 Describe how health care is organized and financed, including the implication of business principles, such as patient and system cost factors.

ESSENTIAL V HEALTH

POLICY CONT.

5.3 Compare benefits and limitations of the major

forms of reimbursement on the delivery of health

care services

5.4 Examine legislative and regulatory processes

relevant to the provision of health care

5.5 Describe state and national statutes, rules, and

regulations that authorize and define professional nursing practice

ESSENTIAL V HEALTH

POLICY CONT.

5.6 Explore the impact of socio-cultural, economic, legal and

political factors influencing healthcare delivery and practice.

5.7 Examine the roles and responsibilities of the regulatory

agencies and their effect on patient care quality, workplace

safety, and the scope of nursing and other health

professionals’ practice

Through 5.12

5.12 Advocate for consumers and the nursing profession

6/30/2014

3

ESSENTIAL V HEALTH

POLICY CONT.

5.12 Advocate for consumers and the

nursing profession

AND HOW DO WE

ACCOMPLISH ALL OF

THIS?

A “professional issues

course” is a start

But what about

requiring students to

think about health care

delivery systems,

patient care costs,

policies and advocacy

in other courses?

JOURNALS

Help students relate

clinical experiences

with such issues as

reimbursement,

policies, and the

advocacy role of the

nurse

6/30/2014

4

LEVELS OF REFLECTION

(WILLIAMS ET AL. (2002)

Williams developed the levels using physical therapy students

A Study by Wessel and Larin (2006) used the levels developed by Williams and found that physical therapy students (n=15) improved journal entries to higher levels with more practice

Level 1 Describes learning (what happened) Level 2 Analyzes/re-evaluates learning Level 3 Verifies (values)Learning & Prior learning Level 4 Gains a new understanding Level 5 Indicates future behavior

STUDENT JOURNALS (WILLIAMS ET AL

(2002), WESSEL & LARIN, (2006)

If journals are directed reflection students can

reach levels

4 : gain a new understanding

and

5 Plan future behavior

INSTRUCTIONS FOR JOURNAL FOR

5.1 BSN GERONTOLOGY COURSE

No title page is needed. Please do not type more than two and one half pages (double spaced) for this assignment. Clarity is important, be concise and use complete sentences. Please use the following headings in your analytical journal:

You may use your patient or grandparent or great-grandparent) Use the Medicare.gov website or an insurance website for this journal

Title of Topic : Medicare or Insurance Coverage

Your name:

6/30/2014

5

JOURNAL INSTRUCTIONS

Put the following underlined headings in your journal

5.1. Political, social and economic policies changes Use the state health department demographics website. What percentage of our state is over the age of 65 years? Look at the county where your grandparents or elderly relatives live, what percentage of that county is age 65 or older? How does the percentage of persons who are retirement age relate to the income level of the county? What social policies might be related to the percentage of persons over the age of 65 in a county or a state? (Examples might include funding for senior centers, school bonds, income taxes)

JOURNAL HEADING

5.3.Medicare or Insurance Coverage

Discuss supplies and meds that will be needed by your patient or elderly relative. What costs will be paid out of pocket by the person or family? Discuss steps you can take to find out how much money this would be on a monthly basis and act as an advocate for your patient or family member

RUBRIC JOURNAL BSN 5.1

GERONTOLOGY COURSE

Topic 5-6 points 3-4 points 1-2 points 0 points

How does the percentage of persons who are retirement age relate to the education, health, and economic needs of the county or state?

Gives data

from state

website,

shows

how persons

age 65+ can

be an asset as

well as specific

needs and

policies

needed to

improve health

in that

county/state

Gives data

from state

website, shows

how persons

age 65+ can be an

asset gives ideas

for general

needs and policies

needed to improve

health

Only gives

data but

makes no

relationship

To how needs

are

Related to

Policies,

No data

cited

Statement

About

Health

given

Is

Not

developed

6/30/2014

6

MASTER’S

ESSENTIALS

Essential 2 Organizational and Systems Leadership

2.1 Apply leadership skills…in the provision of culturally

responsive, high-quality nursing care…and the oversight

and accountability for care delivery and outcomes

MASTER’S

ESSENTIALS

Essential 5 Informatics and Healthcare Technologies

5.1 Analyze current and emerging technologies to support

safe practice environments, and to optimize patient safety,

cost-effectiveness, and health outcomes…

5.3 Promote policies that incorporate ethical principles and

standards for the use of health and information

technologies

JOURNAL ASSIGNMENT MSN

2.1 Apply leadership skills…in the provision of

culturally responsive, high-quality nursing care…and

the oversight and accountability for care delivery and

outcomes

6/30/2014

7

FRESH IDEAS FOR

JOURNALS

Video journal,

discussion board on

course management

system, and blogs on

course management

system

Use similar instructions

and rubrics

JOURNAL INSTRUCTIONS

Journals are submitted on Blackboard as a Word Document

with the following information (no title page) Entire journal

should be no more than 2.5 pages double spaced, 12 point

font. Read the rubric before you begin to write the

journal.

Title: Heritage group for your reflection, such as Sudanese Heritage

Your name:

2.1 Discuss leadership skills…in the provision of culturally

responsive, high-quality nursing care…and the oversight and

accountability for care delivery and outcomes. This will be

your biggest section for your journal.

JOURNAL INSTRUCTIONS

2) Discuss special needs of healthcare providers or staff, including interpreters who are working in this

country and are immigrants from the selected

heritage group and how you would plan to assist

with these needs and evaluate the success of your program for this group

6/30/2014

8

JOURNAL INSTRUCTIONS

3. Discuss special needs of healthcare consumers (patients

or consumers) who are from the selected heritage group

and how you would plan to assist with these needs and

evaluate the success of your program for this group

4) Personal Growth Includes how your knowledge and

beliefs have changed, how you could use this with families

or planning for this population. What actions will you

undertake in a different manner?

RUBRIC 2.1

Topic 5-6 points 3-4 points 1-2 points 0 points

Discuss political, social and economic policies and their relation to culturally competent care

Identifies

improvements

for local or

national

policies such

as Medicaid,

or Immigrant

Health and

specifies new

models of

care delivery

specific to the

culture

Identifies a

local program

for persons

from this

culture, states

problems with

policies and

makes

suggestions

about

improving

social, political

or economic

policies

Identifies a

local

program for

the

cultural group

and policy or

procedure to

refer people

Does

not

Specify

a policy

or

program

or a

nursing

interven

tion

RUBRIC

Topic 5-6 3-4 1-2 0

Special needs of healthcare providers or staff, and how you would plan to assist with these needs and evaluate the success of your program for this group

Provides

innovative

ideas to

improve staff

knowledge

and care.

Gives ideas

To assess

Needs as

Well as

Evaluate

Effective-

ness of a

program

States a

method to

assess

needs and a

program to

improve

care.

Evaluation is

missing or

incomplete

Presents a

need or an

idea to help

staff provide

better care but

no evaluation

Is included

Provides

a story

about an

Incident

With no

Ideas for

Education

or

improve-

ment

6/30/2014

9

STUDENT RESPONSES

Helping staff recognize their personal views can help them recognize differences in other groups by beginning the assessment with sensitivity to cultural preferences. Some immigrants from South Sudan speak English, but not all women are able to read.

Making required educational viewing of an online video about the various backgrounds of people from South Sudan including nursing approaches would help providers improve their care. In my experience I have not encountered any problems with interpreters, so I am not sure what they would need to learn.

I would use a few questions at the end on the video lesson and ask the participants to make suggestions or ask questions about care for patients from South Sudan (this received full credit)

MORE STUDENT RESPONSES

Some Arabic physicians and patients may not believe that it

is necessary for patients to know a serious diagnosis or the

full extent of a surgical procedure. The doctors feel that it is

cruel and will make the patient feel hopeless. Taking this into

consideration, the healthcare organizations should, as a

regular procedure ask the patient before tests are run or

surgery is undertaken as to whom should the physician

disclose the results. (given 4 points for procedure change)

EXPERIENCES WITH THIS

JOURNAL AND RUBRIC

Posting an example of a journal helps all students

Students may have few real life experiences thinking

about group interventions and evaluation

Students struggle to apply knowledge about a culture

to a healthcare worker, and may fail to address

education levels or cultural beliefs that result in

differences in care provided

Depending on course content and enrollment, two

journals may be optimal – some students asked for

more journals!

6/30/2014

10

STUDENT COMMENTS

“the journal required me to think about using cultural

information in the workplace”

“I never thought about policies in our hospital that might

result in poor outcomes without this journal experience”

“I admit that before this class I didn’t pay much attention to

programs that might be important to immigrants, I really had

to think for the journal”

OUR ACTIVITY

We have 3 different essentials, 1 BSN and 2 MSN

Essentials.

Break into small groups

Develop an instruction sheet related to your Essential

Use the handouts with a partially developed rubric –

there are 3 different topics

REFERENCES CONSULTED Blake, T. (2005). Journaling; an active learning technique. International Journal Of Nursing Education Scholarship, 2(1),

Cohen, J., & Welch, L. (2002). Web journaling: using informational technology to teach reflective practice. Nursing Leadership Forum,6(4), 108-112.

Daroszewski, E., Kinser, A., & Lloyd, S. (2004). Educational innovations. Online, directed journaling in community health advanced practice nursing clinical education. Journal Of Nursing Education, 43(4), 175-180.

Epp, S. (2008). The value of reflective journaling in undergraduate nursing education: a literature review. International Journal Of Nursing Studies, 45(9), 1379-1388.

Goldenhar, L. M., Margolin, E., & Warshaw, G. (2008). Effect of Extracurricular Geriatric Medicine Training: A Model Based on Student Reflections on Healthcare Delivery to Elderly People. Journal Of The American Geriatrics Society, 56(3), 548-552. doi:10.1111/j.1532-5415.2007.01554.x

Kessler, P., & Lund, C. (2004). Reflective journaling: developing an online journal for distance education. Nurse Educator, 29(1), 20-24.

McKenna, L. (2007). “Getting the Word Out”: Policy Bloggers Use Their Soap Box to Make Change. Review Of Policy Research, 24(3), 209-229.

Mosavel, M., Ahmed, R., Daniels, D., & Simon, C. (2011). Community researchers conducting health disparities research: Ethical and other insights from fieldwork journaling. Social Science & Medicine, 73(1), 145-152. doi:10.1016/j.socscimed.2011.04.029

Parikh, S., Janson, C., & Singleton, T. (2012). Video Journaling as a Method of Reflective Practice. Counselor Education & Supervision,51(1), 33-49.

6/30/2014

11

REFERENCES CONTINUED

Schuessler, J. B., Wilder, B., & Byrd, L. W. (2012). Reflective

journaling and development of cultural humility in students. Nursing

Education Perspectives, 33(2), 96-99. doi:10.5480/1536-5026-33.2.96

Sewell, E. (2008). Journaling as a mechanism to facilitate graduate

nurses' role transition. Journal For Nurses In Staff

Development,24(2), 49-52

Spector, N., & Kappel, D. M. (2012). Guidelines for Using Electronic

and Social Media: The Regulatory Perspective. Online Journal Of

Issues In Nursing, 17(3), 1. doi:10.3912/OJIN.Vol17No03Man01

Stevens, D. & Levi, A. (2013) Introduction to Rubrics. Sterling, VA:

Stylus Publishing.

Thomas, C. M., Bertram, E., & Allen, R. (2012). Preparing for

Transition to Professional Practice: Creating a Simulated Blog and

Reflective Journaling Activity. Clinical Simulation In Nursing, 8(3),

e87-95. doi:10.1016/j.ecns.2010.07.004

Van Horn, R., & Freed, S. (2008). Journaling and dialogue pairs to

promote reflection in clinical nursing education. Nursing Education

Perspectives, 29(4), 220-225.

Wessel, J.,Larin, H., (2006) Change in reflections of physiotherapy

students over time in clinical placement. Learning in Health and

Social Care 5 (3), 119-132.

REFERENCES CONTINUED

Thomas, C. M., Bertram, E., & Allen, R. (2012). Preparing for

Transition to Professional Practice: Creating a Simulated

Blog and Reflective Journaling Activity. Clinical Simulation In

Nursing, 8(3), e87-95. doi:10.1016/j.ecns.2010.07.004

Van Horn, R., & Freed, S. (2008). Journaling and dialogue

pairs to promote reflection in clinical nursing

education. Nursing Education Perspectives, 29(4), 220-225.

Wessel, J.,Larin, H., (2006) Change in reflections of

physiotherapy students over time in clinical placement.

Learning in Health and Social Care 5 (3), 119-132.

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TOPIC BSN Essentials 5.3 & 5.1 Benefits & Limitations of reimbursement & advocacy for consumers & nurses

5-6 points 3-4 points 1-2 points 0 points

5.3 Medicare or Insurance coverage Discuss supplies and meds needed by your patient or elderly relative. What costs will be paid out of pocket by the person of family? Discuss steps to determine the monthly costs What could you do to be an advocate for Needed supplies and meds?

Only 1 med or supply listed, no mention of out of pocket costs, monthly costs or only stated Internet for finding monthly costs,

2

TOPIC MSN Essential 5.1 Analyze current and emerging technologies….

5-6 points 3-4 points 1-2 points 0 points

Find an innovative App or Software to support safe practice How would this device or technology provide optimal patient safety? How could you determine if the cost will be outweighed by improved outcomes? Who and how would you measure its effectiveness?

No citation for technology, did not address Patient or staff safety, did not include Outcomes measurements

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TOPIC MSN Essential 5.3 Informatics & Health & Information Technology

5-6 points 3-4 points 1-2 points 0 points

5.3 Promote policies that incorporate ethical principles and standards for the use of health and information technologies Discuss ethical concerns about the app or device discussed in the previous journal What standards of nursing apply to the use of apps, social media or new devices? Where can you find these standards? What are 3 of the components of a policy that you think would include apps, devices and social media for a health care organization?

No references to ethical principles, no citation for standards, used existing hospital technology as example

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Journal Instructions

Please do not type more than two pages or two and one half pages (double spaced) for each journal. Clarity,

spelling, and sentence construction is important, be concise and use complete sentences however this does

not need to be APA format. You should read the evaluation rubric before you write your journal.

For this course all students should complete journal writings on the following topics:

1.

2.

3.

(I suggest that you include the Essential Numbering for easy retrieval and explain the numbering system to the

students during class)

Please use the following headings in your analytical journal:

Title:

Your name: