GRADING JOURNALS IN CLINICAL-PRACTICE - A DELICATE ISSUE

Offering students opportunities to gain a strong sense of self, a posi tive professional image, and a chance to articulate their clinical pra ctice is a challenge for nurse educators. Writing journals in clinical placements is one way in which students can create a dialogue with th eir teacher and reflect upon and explore their clinical experiences in the context in which these experiences occur. However, grading journa ls according to numerous predetermined criteria can sabotage the benef its and opportunities of writing journals. Judgment and control are tw o aspects of evaluation and subsequent grading that can sabotage the b enefits. Limiting predetermined criteria and not assigning grades to s tudents' journals are two answers to this delicate issue.