Evaluating reflective writing for appropriateness, fairness, and consistency.

Abstract

Nurse educators are divided about how to best evaluate nursing students' reflective writings for evidence of critical thinking. This article reports on a study of consistency among faculty in grading writing in reflective journals. The results indicate a lack of consensus with regard to evaluation and differences among faculty with regard to how they view the purpose of such exercises.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 58 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.