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
3
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: