Conducting clinical post-conference in clinical teaching: a qualitative study.
ABSTRACT 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.
- SourceAvailable from: Roghaieh Azimzadeh
Dataset: Socio-Culturally Based Teaching
Article: Nursing and Midwifery Studies Healthcare / Nursing / Midwifery / Nursing Management An Investigation on Adoption of Socio-Culturally Based Teaching Strategies Among Iranian Clinical Nurse Educators An Investigation on Adoption of Socio-Culturally Based Teaching Strategies Among Iranian Clinical Nurse Educators[Show abstract] [Hide abstract]
ABSTRACT: Nurse instructors and the authorities in nursing faculties are responsible for adoption of socio-culturally-based teaching strategies in the process of nursing education. Background: In today's complex healthcare environments, the traditional teaching strategies and learning models are unable to prepare learners to confront with rapid changes. Some education scholars believe that the teaching strategies based on socio-culturally theory are more responsible and efficient. Objectives: The present study was conducted to investigate socio-culturally-based teach-ing strategies being adopted or assigned by Iranian clinical nurse educators as high pri-orities. Patients and Methods: A descriptive study was conducted on 38 nurse educators from two nursing and midwifery faculties in Tabriz and Urmia, Iran. Data were collected over a period of 2 months in 2010 using the Phillip's Adoption Appraisal Instrument, developed by Bonk & Kim. The instrument items have been ranked on a 4-point Likert-type scale and ordered in 10 subscales. The data were analyzed using SPSS software version 13.0. The overall mean, standard deviation, and confidence interval 95% were calculated for each subscale to determine the rank distribution of subscales. Results: All strategies were known as a moderate adoption (2.72 ± 0.44 of 4), however prioritizing in adoption of socio-culturally-based teaching strategies from clinical nurse educators' viewpoints indicated that 60% of strategies were evaluated as the most adopt-ed strategies, 10% as the least, and the other 30% in moderate mode. Conclusions: Due to the importance of socio-culturally-based theory strategies in clini-cal settings and the moderate adoption of strategies from clinical nurse educators' view-points, educational planners and policymakers should prepare required prepositions to progress the adoption and the usage of these strategies. Published by Kowsar Corp, 2012. cc 3.0.Iranian Journal of Nursing and midwifery studies. 07/2012;