Journal 4 Rubric
Carl Jung used journaling in an attempt at understanding the “inner mind” and its workings. In this exercise, you are to write and submit in each unit a journal that will be focused on your evolution in the professional role. Correlated to your personal goals (as opposed to just fulfilling unit outcomes), work is to be introspective and include your own evaluation of your professional strengths, places where growth is needed, and specific learning moments or the “ah-ha, I’ve found it” moment. Evaluate your responses to thoughts, feelings, actions, and consequences of interactions during your clinical experience.
The journal will be a part of your portfolio, therefore, professionally focused. Do not put personal experiences or feelings that you would not want to share with a prospective employer. The journaling assignment is an opportunity to reflect on your experience. The assignment provides a direct opportunity for you to communicate with your instructor issues that you feel demonstrate your growth as a Psychiatric Mental Health Nurse Practitioner (PMHNP).
As you write your journal, please keep the following in mind: Each journal should be focused on your clinical experience as it will be part of a professional portfolio.
This formational reflective journal is a double-spaced, #12 font, two-page minimum, and three-page maximum assignment.
Goals and Questions for Journals
Approved list of goals to utilize in your journals: The approved list of goals for writing journals appears below. Note that some are semester specific. In most cases one goal per journal is sufficient. Please, no exact repetition of goals.
Goal Development From General to Specific: Goals should ideally start off more “general” and become more “specific” over time. Goals are not to be the same as what you are studying in your theory class at the time.
Part I: Pick ONE Journal Goal:
B. Medications Goals:
- Elaborate upon the principles of action, interaction, and prescribing principles for Zyprexa Zydis.
- Indicate additional options within medication classes with the pros and cons of each choice in relation to the decision made for your particular patient. (e.g.; mood stabilizers, antipsychotics, etc.).
- Point out the considerations including possible drug-drug interactions between birth control medications and Lamictal.
C. Laboratories Goals:
- Indicate when to discontinue or switch a medication based upon a certain laboratory value and why. (E.g.; kidney, liver, CBC, thyroid, etc.)
- Interpret the application of laboratory values when prescribing Risperdal.
Part II: Writing the Journal Entry:
JOURNAL QUESTIONS
(Write out the question number and the question, then answer the question and follow the rubric below)
- State your goal/learning objective for this unit’s clinical experience? My personal goals/learning objectives for this course are as follows: 1) Actualize the Psychiatric Mental Health Nurse Practitioner roles of teacher, researcher, advocate, clinician, consultant, collaborator, and manager of symptoms; 2) Integrate current pharmacological principles into the assessment and management of care for the Psychiatric Mental Health Nurse Practitioner role; 3) Develop a career trajectory, which contributes to the advancement of self within the nursing profession.
- What academic sources did you read on this topic, and what were the notable findings? (These should be other than your course textbooks).
- How did the knowledge you obtained inform one additional area of patient care (such as medications, diagnosis, laboratory findings, cultural issues, developmental theory, etc.)?
- How would you use the information that you have learned to educate a patient who is uninformed on this topic?
- What were the challenges you faced in integrating this information into the care of a patient you saw during this unit’s clinical experience?
Rubric
Journal Rubric
| Journal Rubric | ||
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomeGoal/Learning Objective The student chooses one of the options in the instructions: What was your goal/learning objective for this unit’s clinical experience and how does this new information combined with prior knowledge and beliefs are carried forward? | 10 to >8.9 pts Meets or Exceeds Acceptable Criteria (EAC*) The student clearly identifies the goal(s) or learning objectives and combines the new information learned in clinical with prior knowledge and beliefs. The student describes how that new knowledge will be carried forward. 8.9 to >7.9 pts Acceptable The student identifies personal goals or learning objectives (not unit goals/objectives) and combines the new information learned in clinical but is less effective at integrating this new information with prior knowledge and beliefs, and how that new knowledge will be carried forward. 7.9 to >0.0 pts Needs Improvement The student only identifies the goal/objective or only the new information learned in clinical without integrating this new information with prior knowledge and beliefs, and how that new knowledge will be carried forward. 0 pts No Marks The student did not complete | 10 pts |
| This criterion is linked to a Learning OutcomeAcademic Resources What academic sources did you read on this topic, and what were the notable findings? (These should be other than your course textbooks). | 10 to >8.9 pts Meets or (EAC*) Academic sources are communicated eloquently and thoroughly. Specific examples/resources are provided to support the findings and conclusions. Students will cite a minimum of one reference pertinent to their reflective journal post. 8.9 to >7.9 pts Acceptable Academic sources are communicated clearly but could be more complete. Examples and resources are included but could better support the findings and conclusions. 7.9 to >0.0 pts Needs Improvement It is difficult to follow the support for the findings, because they are incomplete or not communicated effectively. No examples/resources are included, OR resources do not support the findings and conclusions. 0 pts No Marks The student did not complete | 10 pts |
| This criterion is linked to a Learning OutcomeInformed Knowledge How did the knowledge you obtained inform one additional area of patient care (such as medications, diagnosis, laboratory findings, cultural issues, developmental theory, etc.)? | 10 to >8.9 pts Meets or (EAC*) The knowledge is clearly defined in one additional area of patient care. 8.9 to >7.9 pts Acceptable The knowledge is communicated clearly but could be more complete. 7.9 to >0.0 pts Needs Improvement The knowledge is not communicated clearly defined as to one additional area of patient care. 0 pts No Marks The student did not complete | 10 pts |
| This criterion is linked to a Learning OutcomeEducation How would you use the information that you have learned to educate a patient/appropriate family member who is uninformed on this topic? | 10 to >8.9 pts Meets or (EAC*) The educational ideas are communicated eloquently and thoroughly. Specific examples are provided to support how the student would educate a patient/appropriate family member who is uninformed on this topic at the appropriate developmental level. 8.9 to >7.9 pts Acceptable The educational ideas are communicated clearly but could be more complete. Examples are included but could better support how the student would educate a patient/appropriate familty member who is uninformed on this topic. 7.9 to >0.0 pts Needs Improvement It is difficult to follow the educational ideas, because they are incomplete or not communicated effectively. No examples are included and it does not support how the student would educate a patient/appropriate family member who is uninformed on this topic. 0 pts No Marks The student did not complete | 10 pts |
| This criterion is linked to a Learning OutcomeChallenges What were the challenges you faced in integrating this information into the care of a patient you saw during this unit’s clinical experience? | 10 to >8.9 pts Meets or (EAC*) The challenges faced integrating this information into the care of the patient during the clinical experience was communicated eloquently and thoroughly. 8.9 to >7.9 pts Acceptable The challenges faced integrating this information into the care of the patient during the clinical experience was communicated but could be more complete. 7.9 to >0.0 pts Needs Improvement The challenges faced integrating this information into the care of the patient during the clinical experience was not communicated effectively and was difficult to follow. 0 pts No Marks The student did not complete | 10 pts |
| This criterion is linked to a Learning OutcomeAPA / Mechanics Professionally written, utilizes academic resources published in the last five (5) years, appropriate grammar and sentence structuring, and correct APA referencing and APA format. | 10 to >8.9 pts Meets or (EAC*) The journal includes some evidence of self-reflection. The journal is reasonably professional, perhaps with a few spelling errors or typos. With some exceptions, writing is clear, concise, and organized. Minimal grammar or style errors, which may impact readability. Original, critical thought is evident throughout the journal. Most questions are addressed but could be more complete and comprehensive. 8.9 to >7.9 pts Acceptable Journal includes evidence of self-reflection. The journal is professional. No spelling errors or typos. Writing is clear, concise, and organized. Minimal grammar or style errors that do not impact readability. Original, critical thought is evident throughout the journal. Most questions are addressed completely and comprehensively 7.9 to >0.0 pts Needs Improvement The journal includes minimal evidence of self-reflection. The journal is not professional. There are multiple spelling errors and/or typos. Writing is difficult to follow. Grammar and/or style impact readability. Original, critical thought is not evident throughout the journal. A few questions are addressed but not completely or comprehensively. 0 pts No Marks The student did not complete | 10 pts |
| Total Points: 60 |
