Summary Journaling: Allows Students To Express Thoughts And

Summaryjournaling Allows Students To Express Thoughts And Feelings Re

Journaling allows students to express thoughts and feelings regarding aspects of the weekly clinical experience. It is not an account of tasks performed but rather a way of one-to-one communication with your instructor of your innermost feelings about your day of patient care. It is difficult for instructors to recognize all challenges or successes that a student might experience. Your journal offers the instructor a chance to give you support through feedback. During this course you will keep a self-reflective journal.

Entries are to be made at the beginning and at the end of the course using the Journal Tool in D2L. Directions : You are required to submit 2 journals: For journal #2: due week 8 Create an entry that synthesizes and identifies the key components of the course for you. Discuss how this will be implemented into your new role as an advanced practice nurse. Identify challenges you encountered with the course, or course content. Identify 2-4 positive or negative thoughts, feelings, or emotions that occurred as a result of any knowledge and practice change that you have experienced at the end of the course Submit 1-2 pages.

Paper For Above instruction

The reflective journaling process serves as a vital tool for students, especially those in healthcare education, to process and articulate their personal growth, challenges, and emotional responses during their learning journey. In the context of this course, journaling is particularly significant as it offers an intimate space for students to communicate their innermost thoughts to instructors, beyond what can be observed in clinical performance alone. This is crucial because clinical environments often involve complex emotional and cognitive experiences that are difficult for instructors to fully recognize without direct student reflection (Moon, 2006).

The second journal entry, submitted in week 8, plays a pivotal role as a summative reflection, synthesizing the key components of the course and mapping them onto future professional practice. For many students, especially those preparing to transition into advanced practice nursing roles, understanding how theoretical knowledge and practical skills integrate into patient care is essential. This reflection helps students identify how their learning experiences translate into competencies required in advanced practice settings (Schon, 1983). For instance, students may highlight critical topics such as diagnostic reasoning, patient-centered communication, or evidence-based practice, and examine how these will inform their approach to patient care in their future roles.

Furthermore, the journal prompts students to consider personal challenges encountered, fostering self-awareness and resilience. Recognizing obstacles faced during the course—such as managing complex cases, balancing academic and clinical demands, or understanding new clinical guidelines—encourages students to develop strategies for overcoming similar challenges as practicing professionals (Cowen, 2001). Challenges may also include emotional responses to patient outcomes or ethical dilemmas, which are integral to holistic nursing practice.

A significant aspect of the assignment involves reflecting on emotional responses—positive or negative—that stem from knowledge acquisition or shifts in practice. For example, feelings of confidence may emerge after mastering a new clinical skill, while frustration might arise from difficulties integrating theory into practice. By consciously examining these emotions, students enhance their emotional intelligence, which is crucial for effective leadership and interdisciplinary communication in advanced nursing roles (Goleman, 1995).

Implementing the insights gained through journaling into one’s professional development involves continuous self-assessment and openness to growth. For example, a student might recognize the need for further development in areas such as clinical decision-making or patient education, and proactively seek opportunities for additional learning or mentorship. These reflective practices foster a mindset of lifelong learning, essential for maintaining competency and adapting to evolving healthcare environments (Taylor et al., 2004).

In brief, the journaling process supports not only academic growth but also emotional resilience, critical thinking, and professional identity formation. For practicing advanced practice nurses, maintaining a reflective journal can serve as an ongoing tool for self-improvement, grounding clinical decisions in personal insight and ethical consideration. As healthcare becomes increasingly complex, such reflective practices ensure that nurses remain patient-centered, emotionally balanced, and professionally competent.

References

• Cowen, K. (2001). Self-awareness, self-regulation, social awareness, and social skill: Implications for professional development. Journal of Continuing Education in the Health Professions, 21(4), 229-237.
• Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
• Moon, J. A. (2006). A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge.
• Scheon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Taylor, C., et al. (2004). The importance of reflective practice in nursing education. Nurse Education Today, 24(7), 534-541.