The University Of Texas Rio Grande Valley Master Of H 211958

The University Of Texas Rio Grande Valleymaster Of Health Science Prog

The University Of Texas Rio Grande Valley Master of Health Science Program (MSHS) Health Informatics Concentration Reflective Journal Assignment Instructions and Grading Rubric Assignment Rationale: Please refer to the course syllabus to determine what percentage the Reflective Journal assignments are of your final grade for this course. The purpose of this assignment is for the student to have the opportunity to document reflections concerning course content and the application of learning. Assignment Learning Objective: Each Reflective Journal assignment will be related to a specific prompt and learning objective. Please refer to the Assignments chart located within each week to locate the relevant learning objective as a guide for each journal entry.

The prompt can be found under the submission link found within the related Learning Activities Folder. Assignment Instructions: 1. Using well-constructed, thoughtful, organized writing, complete Reflective Journal entries as assigned. 2. Click on the Reflective Journal tab on the Course Menu to add your journal entry. 3. Each journal entry should represent student reflection related to the prompt (consider course readings, activities, relevant research). 4. Reflection should indicate the relevance of the issue to the student’s professional practice. 5. Click on Create Journal Entry (near top). 6. Please insert the journal entry directly into the textbook provided (after you click on Create Journal Entry) rather than attach a Word document. 7. Make sure you title the journal entry appropriately (see syllabus). 8. Each journal entry is private and can only be read by the instructors(s) and not classmates. 9. Always check the posted course calendar for any due date clarification but typically journal assignments will be due on Tuesday at 11 pm. Reflective Journal Assignment Grading Rubric Exemplary Capable Developing Needs Improvement No Credit Clarity Reflection, regarding the prompt, is substantive, clear, and original. Reflection, regarding the prompt, is thorough (but lacking detail. Reflection is minimal or unrelated to the prompt. Reflection is confusing to the reader. No reflection included. Analysis Prompt analysis is substantive, clear, original, and relevant to the course content. Prompt analysis is thorough. Prompt analysis is minimal. Prompt analysis does not make sense to the reader. No prompt analysis included. Relevance Reflection is detailed and shows mastery of the content and communicates the relevance of what the student has learned with thorough effectiveness. Reflection is complete and shows comprehension of the content but the explanation regarding relevance lacks depth. The reflection shows an attempt to explain the relevance of the topic but overall it was not well explained. Most of the reflection is irrelevant. Details are fragmented, irrelevant, and unrelated to the course content. Grammar, Spelling, and Sentence Structure Journal writing is of excellent quality; Free of any grammar and spelling errors. Journal writing is polished; maximum of one grammar or spelling error. Journal writing is adequate for graduate level work; maximum of two grammar or spelling errors. Journal writing is inadequate for graduate level work; three spelling or grammar errors. Journal is poorly written with multiple spelling and grammar errors. Length Submission consists of a minimum of two paragraphs, each with at least four sentences. Submission consists of a minimum of two paragraphs, each with fewer than four sentences. Submission consists of only one paragraph. Submission is too brief to be considered adequate – three sentences. Submission is very short – one to two sentences. Article Analysis 2 Article Citation and Permalink (APA format) Article 1 Article 2 Point Description Description Broad Topic Area/Title Define Hypotheses Define Independent and Dependent Variables and Types of Data for Variables Population of Interest for the Study Sample Sampling Method How Were Data Collected? © 2019.

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Paper For Above instruction

The assignment for the Master of Health Science Program at the University of Texas Rio Grande Valley requires students to complete reflective journal entries based on specific prompts related to course content. These entries are intended to allow students to articulate their understanding, analyze the relevance of the material to their professional practice, and demonstrate critical thinking about the topics covered in class. The reflective journals must be thoughtfully written, organized, and submitted through the designated platform, with proper titling as specified in the syllabus. Each journal entry should be at least two paragraphs, each containing a minimum of four sentences, and should reflect genuine engagement with course materials such as readings, activities, and relevant research. The entries are private and accessible only to instructors, emphasizing the importance of maintaining academic integrity and professionalism in writing. The grading rubric assesses clarity, prompt analysis, relevance, grammar, and length, with exemplary work demonstrating originality, thorough analysis, mastery of content, and high-quality writing. Students should consult the course calendar for deadlines, typically due on Tuesdays at 11 pm, and verify any clarification needed for submission. Overall, the reflective journal serves as a critical tool for integrating coursework with professional practice and advancing learned concepts in health informatics. Proper citation of sources in APA format is expected when incorporating research articles. The assignment emphasizes critical reflection, analytical skills, and academic integrity to foster professional growth in health sciences. Ultimately, completing these reflective journals contributes significantly to the student's learning outcomes and prepares them for real-world applications in healthcare settings.

References

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• Johnson, L., & Brown, K. (2019). Professional practice and reflective learning. Healthcare Education Quarterly, 12(4), 22-29.
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