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Grading journals in clinical practice: a delicate issue

V Holmes1

  • 1St. Boniface General Hospital, Winnipeg, Manitoba, Canada.

The Journal of Nursing Education
|December 31, 1997
PubMed
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Grading student clinical journals hinders reflection and professional development. Removing grades and predetermined criteria allows nursing students to explore experiences authentically, fostering self-awareness and a positive professional identity.

Area of Science:

  • Nursing Education
  • Clinical Practice Reflection

Background:

  • Nurse educators face challenges in fostering students' self-awareness and professional identity.
  • Clinical placements are crucial for nursing students to explore and articulate their practice.
  • Writing journals offer a platform for student-teacher dialogue and reflection on clinical experiences.

Purpose of the Study:

  • To analyze the impact of grading on the effectiveness of student clinical journals.
  • To explore the incompatibility between the reflective purpose of journals and the evaluative nature of grading.
  • To propose strategies for optimizing the use of journals in nursing education.

Main Methods:

  • Qualitative analysis of the role of journals in clinical nursing education.
  • Examination of the effects of evaluation and grading on student reflection.

Related Experiment Videos

  • Literature review on reflective practice and assessment in nursing.

    • Main Results:

    • Grading clinical journals, with predetermined criteria, can undermine their reflective benefits.
    • Judgment and control inherent in grading can inhibit authentic self-exploration.
    • The purpose of journal writing for developing self-awareness is often compromised by grading.

    Conclusions:

    • Assigning grades to student journals is detrimental to their primary purpose.
    • Reducing predetermined criteria and removing grades are potential solutions.
    • Optimizing journal use requires a shift from evaluative grading to supportive feedback.