Journal writing as a mode of thinking for RN-BSN students: a leveled approach to learning to listen to self and others

Returning to academe, RNs are conceptualized as adult learners, as gendered authors, and as developing students. For most RNs prior learning has evolved from the rational-technical model from which they have learned to look at the world from a distance, relying on empirical evidence and negating or denying personal knowledge. Carefully constructed assignments in journal writing based on educational and developmental theory can be an effective means to assist RN-BSN students in social, cognitive, and professional development. Journal writing in response to assigned readings and clinical experiences provides a safe environment for RN-BSN students to explore critically the ideas of others, to look seriously at authorial intention and point of argument, and to articulate their own views of the world. Conceptually supported by student development and learning theories of Perry (1970) and Knowles (1984), and qualitative research with women's ways of knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986), a leveled model of journal writing for RN-BSN students is described as a vehicle for the development of writing and thinking critically.