Clearer Connections:
QEP Student Self-Reflective Journaling
Irene Mueller, Ed.D, RHIA
Mary Teslow, MLIS, RHIA
Natalie Moore, HIA Senior
School of Health Sciences
Health Information
Administration
QEP Pilot Program
FEEd 2008
Objectives
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1. Value of reflective journaling
as a learning strategy
2. Self-SOAP method
3. HIA’s evolving experience
4. Benefits for students and
faculty
5. Student point-of-view
6. Strongly recommended,
additional QEP benefit
Reflective Journals
 Becoming a common means
of increasing learning by
helping writers:
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 Examine habitual patterns
of thinking and acting
 Articulate experience and
knowledge, thereby increasing
understanding
 Acknowledge strengths and
weaknesses
 Begin considering ways to
improve performance.
Writing is Learning
 "Writing is learning" –
motto of the writing-acrossthe-curriculum movement.
Writing helps learners
to know whether or not
they understand something.
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Zubizarreta, 2004
HIA Background
 Student self-reflective journals
used for several semesters
 General instructions were given
 Less than satisfactory results
 Journals were
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 Overly vague
 Overly personal responses
 Little integration of course content
with experiential learning activities
Journaling: Early Samples
 Too vague, non-specific
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 “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 and
Handout
communication.”
Page 2
Journaling: Early Samples
 But, some showed promise
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 “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.”
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.
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 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.
Well Suited to HIA Education
 Documentation is a key skill
 Business processes, budget
justification, personnel actions,
project management,
reports, etc.
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Experience of work
is not enough in itself. It is the
learning that comes from it
that is important.
Harvey, Geall & Moon 1998
Self-SOAP Notes
 Standard healthcare
documentation method
adapted for self-reflection
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 Subjective
 Objective
 Assessment
 Plan
 Also connects / integrates
professional content with
personal context
Value Right from the Start
 Adaptation
 Model revised for HIA
activities and self-assessment
 Student Instruction
 Easily accomplished
 Return on investment
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 Immediate
 Unexpected
 Students and Faculty
Good First Results
 Early results very promising…
 Seniors
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 AHIMA website
 Recruitment: Haunted Moore Hall
 Off-campus PPEs (clinicals)
 Juniors
Handout
 Blood drive
Page 2
 Fitness assessment
 Business Etiquette Dinner
 But……
Early Self-SOAP
S I am very glad that I got the chance to explore
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the AHIMA Career Assist and Job Bank web sites.
These sites will be very helpful now, as well as
in the future.
O 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.
A 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.
P 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.
Need to Become More “Obvious”
 Answer student questions …
 “Why do I need to do this?”
 Added contextual elements
 Background
 Purpose
 Additional prompts
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 Provide feedback
in grading process
Handout
Page 3
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
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 (I did best at……, I could have been
better at…)
 Plan
 (To improve my success in a similar
activity, in the future I will…..)
Try a Self-SOAP
 Handout
 Samples and
Resources
 Self-SOAP practice
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 Consider a course experience
in Spring ‘08
 Create your own Self-SOAP note
 Handout, page 1
Examples of HIA Activities
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 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
Self-SOAP
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 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.
Self-SOAP
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 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.
Self-SOAP
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 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.
Self-SOAP
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 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.
Meet the Author
 Student’s Perceptions
 Diary vs. Journal
 Reflection (me-time)
 Value
 HIA Program
 Leadership Training
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 Applied in any content, context
 Professional, Personal,
Community
FEEd
2008
Benefits
 Students report a better
understanding of the intent
of the activities
 Improved
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 Specificity, objectivity, and
completeness of journal
responses
 Critical thinking and justification
of point-of-view
Benefits
 Students’ increased sense of
personal responsibility for
improvement
 Role models professional
practice and supports success
and effectiveness when entering
the profession
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Faculty Return on Investment
 Faculty gained better insight
into the effectiveness of
activities
 Value added assignment
method that met multiple
educational goals
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 Student skills developed with
repetition and practice
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.
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Unexpected Benefit
 Intervention Strategy
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 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
Handout
Page 5
Program Standards
 Faculty developing policies
and procedures
 Role modeling workplace
 Self-SOAP notes provide a
standard for journaling
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 promotes consistency, student
familiarity with the process, writing
practice, and preparation of a
professional product
Self-SOAP & the QEP
 Added value at WCU
 Helps meet several goals
 Provides potential artifacts
for the Educational Briefcase
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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
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 Asst. VC, Undergraduate Studies
 QEP Committees
 Irene – served on SACS
 Mary – serves on Technology
FEEd
2008
QEP Framework
 Fosters synthesis across
disciplines
 coordinating curricular and
co-curricular experiences
 to facilitate students’
development of a clearer
purpose at the university
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Outcome & Impact
 The outcome of the plan will be
 Students who are intentional
participants in their own learning
 Will impact
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




Academics, faculty and advisors
Residential Life
Service Learning
Student Leadership
Career Planning/Education
HIA: QEP Pilot Program
 Current Issues
 Integration / Connections
 Critical thinking
 Improve writing skills
 Program Standards
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 Professional expectations
 Professional behaviors
 Professional products
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
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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.
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QEP-related Activities in HIA
 Should meet several goals,
including
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 Related to healthcare
 Application of professional
behaviors and attitudes
 Application of interpersonal
communication skills, and
 Experience working in teams
QEP Education Briefcase
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 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
eBriefcase Artifact Examples
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 Research Papers
 Myers-Briggs Personality Type
 Technology assignments
 Resumes, evolving over time
 Perfect Interview responses
 Performance evaluations
 Self-SOAP note reflection
Reflective Journals Redeaux
 Becoming a common means of
increasing learning and
professional development,
by helping writers
S
Examine habitual patterns
of feeling and behaving
O Articulate experience and knowledge,
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thereby increasing understanding
A Acknowledge strengths and weaknesses
P Consider ways to improve performance.
Strongly Recommended
 We strongly recommend
Self-SOAP notes for college
students at all levels
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 Deepens student self-reflection
and goals for personal
improvement
 Provides practice to improve
writing
 Increases their ability to make
connections
 Method for QEP
Questions?
 How would you
grade your note ?
 Assessing your
Self-SOAP
 Other uses?
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 Questions?
Clearer Connections:
QEP Student Self-Reflective Journaling
Irene Mueller, Ed.D, RHIA
Mary Teslow, MLIS, RHIA
Natalie Moore, HIA Senior
School of Health Sciences
Health Information
Administration
QEP Pilot Program
FEEd 2008