Clearer Connections: QEP Student Self-Reflective Journaling

1. Irene Mueller, Ed.D, RHIA Mary Teslow, MLIS, RHIA Natalie Moore, HIA Senior School of Health Sciences Health Information Administration QEP Pilot Program Clearer Connections:QEP Student Self-Reflective Journaling FEEd 2008

2. Objectives • Value of reflective journalingas a learning strategy • Self-SOAP method • HIA’s evolving experience • Benefits for students and faculty • Student point-of-view • Strongly recommended, additional QEP benefit

3. Reflective Journals • Becoming a common meansof increasing learning by helping writers: • Examine habitual patternsof thinking and acting • Articulate experience and knowledge, thereby increasing understanding • Acknowledge strengths and weaknesses • Begin considering ways to improve performance.

4. Writing is Learning • "Writing is learning" – motto of the writing-across-the-curriculum movement. Writing helps learnersto know whether or notthey understand something. Zubizarreta, 2004

5. HIA Background • Student self-reflective journalsused for several semesters • General instructions were given • Less than satisfactory results • Journals were • Overly vague • Overly personal responses • Little integration of course content with experiential learning activities

6. Journaling: Early Samples • Too vague, non-specific • “I went to my facilities today and did my tours. It was interesting and overwhelming at times; but, overall, it went just fine.” • “Today I did the management assignment. It was cool to see what managers have to deal with.” • “I applied two skills today, teamworking andcommunication.” HandoutPage 2

7. Journaling: Early Samples • But, some showed promise • “Organizing one's time throughout the day and prioritizing tasks is also a task that many people my age lack. Often the "fun" assignments are done first although they may not need to be done until the late afternoon, whereas a "not fun" task may be due by noon, but is not done first.”

8. Discovering Self-SOAP Notes • We found an article in the PT literature that uses the SOAP format for student self-reflection in the clinical setting. • Enhancing critical reflection of students using the self-SOAP • Students’ need for feedback during transition from classroom to professional setting. • Citation is in the handout.

9. Well Suited to HIA Education • Documentation is a key skill • Business processes, budget justification, personnel actions, project management,reports, etc. Experience of workis not enough in itself. It is the learning that comes from itthat is important. Harvey, Geall & Moon 1998

10. Self-SOAP Notes • Standard healthcare documentation method adapted for self-reflection • Subjective • Objective • Assessment • Plan • Also connects / integrates professional content with personal context

11. Value Right from the Start • Adaptation • Model revised for HIAactivities and self-assessment • Student Instruction • Easily accomplished • Return on investment • Immediate • Unexpected • Students and Faculty

12. Good First Results • Early results very promising… • Seniors • AHIMA website • Recruitment: Haunted Moore Hall • Off-campus PPEs (clinicals) • Juniors • Blood drive • Fitness assessment • Business Etiquette Dinner • But…… HandoutPage 2

13. Early Self-SOAP • I am very glad that I got the chance to explore the AHIMA Career Assist and Job Bank web sites. These sites will be very helpful now, as well asin the future. • I was able to navigate through the web sites and look at different jobs that were available. I applied research skills to help me better understand which jobs would go along with my degree. • I enjoyed this activity so much; it kind of gave me some idea of what I want to do in the future and what jobs may be available. I was so overwhelmed, in a good way, to find that there are so many positions that would accommodate my degree. • I will definitely begin using the two web sites from this day forward. I learned so much and now I'm happy that I spent the $35 to become a member of AHIMA.

14. Need to Become More “Obvious” • Answer student questions … • “Why do I need to do this?” • Added contextual elements • Background • Purpose • Additional prompts • Provide feedbackin grading process HandoutPage 3

15. Next Adaptation • Based on <activity or experience>, assess your potential in <a specific skill> • Subjective • (I felt ….., I enjoyed…., I disliked…..) • Objective • (I did …., I saw…, I observed….) • Assessment • (I did best at……, I could have been better at…) • Plan • (To improve my success in a similar activity, in the future I will…..)

16. Try a Self-SOAP • Handout • Samples andResources • Self-SOAP practice • Consider a course experiencein Spring ‘08 • Create your own Self-SOAP note • Handout, page 1

17. Examples of HIA Activities • Business Etiquette Dinners and Receptions • Allied Health Career Day • Haunted Moore Hall project management and teamwork • Red Cross Blood Drive sponsorship • HSCC 101 fitness assessment data recorders • Personal Health Record(MyPHR) presentations

18. Self-SOAP • Subjective (I felt …..) At the business reception, I felt very intimidated at first by the “employers” and by the people who worked for the career services department. As the night went on, I felt more and more comfortable with everyone including my classmates. We tried to make the best of the learning experience and I learned an immense amount about what the professional world will be like. I did feel very confident when [a specific employer] remembered my name.

19. Self-SOAP • Objective (I did …..)I made sure to smile and to shake hands with everyone I met at the reception. I also shook hands while leaving the group to ensure that at least my face was remembered. I think a smile can go a thousand miles, so I was sure to smile a lot. I said my name clearly and loudly before each conversation began and I think that helped them remember my name better.

20. Self-SOAP • Assessment (I did best at……,I could have been better at ……) I did my best at introducing myself at the business reception. There were some people in the room that no one remembered, and I was glad that I was not one of them. I could have been better at learning how to hold the plate, napkin, and glass. It took me a long time to figure out which hand to shake with and which hand to not shake with.

21. Self-SOAP • Plan (To improve my success as a HIM professional, in the future I will…..) In the future to improve my success as an HIM professional, I will pay more attention while directions are given about hand shaking and how to hold the plate/napkin/glass. I will also try to learn more about how to properly eat the food or how to properly turn down food if it is not wanted.

22. Meet the Author • Student’s Perceptions • Diary vs. Journal • Reflection (me-time) • Value • HIA Program • Leadership Training • Applied in any content, context • Professional, Personal, Community

23. Benefits • Students report a better understanding of the intentof the activities • Improved • Specificity, objectivity, and completeness of journal responses • Critical thinking and justificationof point-of-view

24. Benefits • Students’ increased sense of personal responsibility for improvement • Role models professional practice and supports success and effectiveness when entering the profession

25. Faculty Return on Investment • Faculty gained better insight into the effectiveness of activities • Value added assignment method that met multiple educational goals • Student skills developed with repetition and practice

26. Faculty Return on Investment • Met many of our goals • Improved writing, critical thinking, making connections • Faculty also saw improvement in the area of personal responsibility with the Plan element and prompt.

27. Unexpected Benefit • Intervention Strategy • At-risk students required to complete in-depth Self-SOAP note • Focused on personal responsibility and why their performance has not met Program Standards • First step in remediation contract HandoutPage 5

28. Program Standards • Faculty developing policiesand procedures • Role modeling workplace • Self-SOAP notes provide a standard for journaling • promotes consistency, student familiarity with the process, writing practice, and preparation of a professional product

29. Self-SOAP & the QEP • Added value at WCU • Helps meet several goals • Provides potential artifactsfor the Educational Briefcase

30. WCU Quality Enhancement Plan • 2007: SACS accreditation • 10 year cycle, reporting at year 5 • QEP topic (Undergrad Only) • Synthesis: A Pathway to Intentional Learning. • Coordinated by Dr. Carol Burton • Asst. VC, Undergraduate Studies • QEP Committees • Irene – served on SACS • Mary – serves on Technology

31. QEP Framework • Fosters synthesis across disciplines • coordinating curricular and co-curricular experiences • to facilitate students’ development of a clearer purpose at the university

32. The outcome of the plan will be Students who are intentional participants in their own learning Will impact Academics, faculty and advisors Residential Life Service Learning Student Leadership Career Planning/Education Outcome & Impact

33. HIA: QEP Pilot Program • Current Issues • Integration / Connections • Critical thinking • Improve writing skills • Program Standards • Professional expectations • Professional behaviors • Professional products

34. HIA: QEP learning goal focus In the Junior Year, students will: • Connect the academic and student life components of their experience • Refine their learning plan

35. HIA: QEP learning goal focus In the Senior Year, students will: • Communicate the connections between their university experiences and their future education and career plans, and • Review and revise their learning/career plan.

36. QEP-related Activities in HIA • Should meet several goals, including • Related to healthcare • Application of professional behaviors and attitudes • Application of interpersonal communication skills, and • Experience working in teams

37. QEP Education Briefcase • An e-portal through which students will interact with faculty, advisors, and career counselors; it is the literal manifestation of the students’ learning plan • Microsoft SharePoint • Pilot Programs 2008-09 • Starts with Fall 2009 freshmen • Students “own” their Briefcase

38. eBriefcase Artifact Examples • Research Papers • Myers-Briggs Personality Type • Technology assignments • Resumes, evolving over time • Perfect Interview responses • Performance evaluations • Self-SOAP note reflection

39. Reflective Journals Redeaux • Becoming a common means of increasing learning and professional development, by helping writers

40. Strongly Recommended • We strongly recommendSelf-SOAP notes for college students at all levels • Deepens student self-reflectionand goals for personal improvement • Provides practice to improve writing • Increases their ability to make connections • Method for QEP

41. Questions? • How would you grade your note ? • Assessing yourSelf-SOAP • Other uses? • Questions?

42. Irene Mueller, Ed.D, RHIA Mary Teslow, MLIS, RHIA Natalie Moore, HIA Senior School of Health Sciences Health Information Administration QEP Pilot Program Clearer Connections:QEP Student Self-Reflective Journaling FEEd 2008