The use of online discussions for post-clinical conference

详细信息    查看全文

• 作者：Kristie Berkstresser ; ^{kaberkst@hacc.edu" class="auth_mail" title="E-mail the corresponding author}
• 关键词：Student-centered learning ; Online learning ; Post-clinical conference ; Adult learning theory
• 刊名：Nurse Education in Practice
• 出版年：2016
• 出版时间：January 2016
• 年：2016
• 卷：16
• 期：1
• 页码：27-32
• 全文大小：241 K

文摘

Nurse educators, at every level of pre-licensure nursing education, are charged with developing critical thinking skills within their students. Post-clinical conference is one teaching strategy that nurse educators can employ to help promote the development of critical thinking skills in pre-licensure nursing students. However, traditional face-to-face post-clinical conference is marred with issues and concerns, as identified in the nursing education literature. An alternative to face-to-face post-clinical conference, asynchronous online learning environment, mitigates the issues and concerns associated with traditional post-clinical conference. Adult learning theory supports the use of asynchronous online learning environment because the asynchronous online learning environment promotes student-centered teaching strategy in place of teacher-centered learning, which by its nature traditional face-to-face post-clinical conference tends to support.