The aim of this study was to explore nurse educators' perceptions regarding clinical postconferences. Additional aims included the exploration of interaction characteristics between students and faculty in clinical postconferences.
Nursing students are challenged to think and learn in ways that will prepare them for practice in a complex health care environment. Clinical postconferences give students the opportunity to share knowledge gained through transformative learning and provide a forum for discussion and critical thinking. Faculty members must guide students as the latter participate in discussions, develop problem-solving skills and express feedings and attitudes in clinical conferences.
The study used qualitative research methods, including participant observation and an open-ended questionnaire. Participant observers watched interaction activities between teachers and students in clinical postconferences. A total of 20 clinical postconferences, two conferences per teacher, were observed. The Non-Numerical Unstructured Data Indexing Searching and Theory-building qualitative software program was used in data analysis.
Research findings indicated that, of the six taxonomy questions, lower-level questions (knowledge and comprehensive questions) were mostly asked by faculty members' postclinical conferences. The most frequently used guideline was task orientation, which is related to practice goals and was found in discussions of assignments, reading reports, discussions of clinical experiences, role plays, psychomotor skill practice, quizzes and student evaluations.
It is an essential responsibility of nurse educators to employ postconferences to assist students in applying their knowledge in practical situations, in developing professional values and in enhancing their problem solving abilities.
"The low actual use scores for this subscale may indicate the need for faculty to examine how time is being spent in post-conference. Hsu (2007) found that Task Orientation activities occurred most frequently and were dominated by cognitive learning activities involving patient care discussions (e.g. role play, psychomotor skill practice, quizzes, student evaluations). "
[Show abstract][Hide abstract] ABSTRACT: The purpose of this study was to repeat a study by Letizia and Jennrich that described and compared perceptions of the clinical post-conference learning environment of undergraduate baccalaureate student nurses (BSN) and faculty. The Clinical Post-Conference Learning Environment Survey (CPCLES) was sent electronically to all traditional and accelerated BSN students and faculty; 178 usable responses were returned. Both faculty and students perceived the environmental characteristics captured by the CPCLES were important, but were used less than expected (p<0.025). No differences were found between faculty and students in perceptions of importance and actual use of the post-conference learning environment. Results showed highest scores for the subscale Teacher Support for both faculty and students. Lowest scores were received for Innovation. The results suggest the important role faculty has in supporting students' efforts to understand and find meaning in clinical experiences. Post-conference learning experiences could be enriched by faculty efforts to increase active learning strategies and innovative experiences. Further research is needed to determine effectiveness of new approaches to the post-conference in facilitating clinical reasoning among student nurses, and promote students' ability to provide safe, high-quality care.
"During the conference I strive to express affective behaviors such as smiling , kindness , friendliness , and praise for students ' achievements ( Elcigil & Sari , 2008 ; Letizia , 1998 ) . I pay particular attention to being excited and enthusiastic about nursing and to my teaching delivery , portraying a lively , humorous attitude , excited voice inflection , and a positive , encouraging demeanor ( Elcigil & Sari , 2008 ; Hsu , 2007 ) . Additionally , I encourage students to pose questions and to answer individually or collectively as a group ( Melrose , 2004 ) . "
[Show abstract][Hide abstract] ABSTRACT: Clinical educators are often burdened by conflicts that occur as they try to balance multiple postclinical scheduling demands with students' varying timetables. The purpose of this article is to inform educators how to use teleconferences to deliver valuable postclinical debriefing, model professional growth experiences, and more. The innovative use of teleconferencing as a pedagogical method enables educators to take learning to the learners.
[Show abstract][Hide abstract] ABSTRACT: Indiana University-Purdue University Indianapolis (IUPUI) Nursing education is faced with addressing the challenge of educational reform as a result of the rapid changes in the complexity of health care delivery systems, increased technology and biomedical knowledge, a shortage in nursing faculty, and increased enrollment in schools of nursing. Although national nursing organizations have called for reform and innovation in nursing education little is known about the factors that are related to educators’ adoption of such changes. The purpose of this descriptive, exploratory, correlational, survey study was to explore the adoption of socioculturally-based teaching strategies (SCBTS) by examining the following variables in relation to their adoption using Everett Rogers’ diffusion of innovations model: (a) clinical nurse educators’ perceived characteristics of SCBTS, (b) clinical nurse educators’ perceived organizational support for innovation, and (c) selected demographic characteristics. Minimal research has been conducted regarding the factors related to clinical nurse educators’ adoption of SCBTS, which may better prepare nurse graduates for today’s health care system. Findings from this study suggest that adoption is not straightforward, but the perceived characteristics of teaching strategies play an important role in the clinical nurse educator’s decision to adopt or not adopt SCBTS. Rogers’ model was partially supported based on the findings that clinical nurse educators were more likely to adopt a teaching strategy if it was perceived to be advantageous, compatible, and not too complex. On the other hand, clinical nurse educators were more likely not to adopt teaching strategies that they must “try out” or that must be observable by others, which was not supportive of Rogers’ model. Adopters of SCBTS were more experienced clinical educators who felt supported by their academic organizations in terms of innovation; however organizational support for innovations was not associated with adoption of the teaching strategies. Holding a certificate in a nursing specialty, the type of program in which the educator taught, and the age of the educator were not associated with the adoption of SCBTS. Future research using Rogers’ model or other appropriate models is called for to further explore the adoption of SCBTS by clinical nurse educators.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.