Using Concept Based Learning Activities to Promote Development of Clinical Judgment in Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/147201
Type:
Presentation
Title:
Using Concept Based Learning Activities to Promote Development of Clinical Judgment in Nursing Students
Abstract:
Using Concept Based Learning Activities to Promote Development of Clinical Judgment in Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Nielsen, Ann, MN, RN
P.I. Institution Name:Oregon Health and Science University
Title:Instructor and Faculty in Residence- Doernbecher Neonatal Care Center
Co-Authors:Kathie L. Lasater, EdD, RN
[Symposium scientific presentation]  Several forces are impacting clinical education in the early 21st century. The clinical environment is changing as we see increasing patient acuity and increasing patient to nurse staffing ratios.  In many communities, the number of nursing students exceeds the number of clinical placements available.  An increasing body of evidence supports moving from teacher-centered to learner-centered approaches to education.  Furthermore active learning with a reflective component has been shown to be more effective in transforming knowledge than some traditional educational approaches. In light of these changes, traditional approaches to clinical education need to be re-examined. In this project, Concept-Based Learning Activities (CBLAs) have been designed to assist students in examining fundamental aspects of pediatric patient and family care.  Based on the Clinical Judgment Model (Tanner, 2006), CBLAs guide students to examine more deeply specific aspects of patient care, such as fluid and electrolyte balance, nutrition, oxygen- carbon dioxide exchange, and growth and development without responsibility for total patient care.  Doing the activity, students gather background information from the patient charts and textbooks, perform a hands on patient assessment focused on the concept being studied, then consider appropriate nursing responses to their findings.  Finally, they reflect on their nursing care and learning. Use of the Clinical Judgment model as a framework for the CBLAs provides students with a consistent approach to thinking about and providing patient care.  Nursing rounds, done as a clinical group after each student completes study of his or her own patient, give students a chance to see how a specific concept presents in other patients, thus expanding significantly students' repertoire of experience with a given concept.  Progress in the development of clinical thinking is evaluated using the Lasater Clinical Judgment Rubric.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleUsing Concept Based Learning Activities to Promote Development of Clinical Judgment in Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/147201-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Using Concept Based Learning Activities to Promote Development of Clinical Judgment in Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Nielsen, Ann, MN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Oregon Health and Science University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Instructor and Faculty in Residence- Doernbecher Neonatal Care Center</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">nielsena@ohsu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Kathie L. Lasater, EdD, RN</td></tr><tr><td colspan="2" class="item-abstract">[Symposium scientific presentation] &nbsp;Several forces are impacting clinical education in the early 21st century.&nbsp;The clinical environment is changing as we see increasing patient acuity and increasing patient to nurse staffing ratios.&nbsp; In many communities, the number of nursing students exceeds the number of clinical placements available.&nbsp; An increasing body of evidence supports moving from teacher-centered to learner-centered approaches to education.&nbsp; Furthermore active learning with a reflective component has been shown to be more effective in transforming knowledge than some traditional educational approaches.&nbsp;In light of these changes, traditional approaches to clinical education need to be re-examined.&nbsp;In this project, Concept-Based Learning Activities (CBLAs) have been designed to assist students in examining fundamental aspects of pediatric patient and family care.&nbsp; Based on the Clinical Judgment Model (Tanner, 2006), CBLAs guide students to examine more deeply specific aspects of patient care, such as fluid and electrolyte balance, nutrition, oxygen- carbon dioxide exchange, and growth and development without responsibility for total patient care.&nbsp; Doing the activity, students gather background information from the patient charts and textbooks, perform a hands on patient assessment focused on the concept being studied, then consider appropriate nursing responses to their findings.&nbsp; Finally, they reflect on their nursing care and learning. Use of the Clinical Judgment model as a framework for the CBLAs provides students with a consistent approach to thinking about and providing patient care.&nbsp; Nursing rounds, done as a clinical group after each student completes study of his or her own patient, give students a chance to see how a specific concept presents in other patients, thus expanding significantly students' repertoire of experience with a given concept.&nbsp; Progress in the development of clinical thinking is evaluated using the Lasater Clinical Judgment Rubric.</td></tr></table>en_GB
dc.date.available2011-10-26T09:30:07Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:30:07Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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