Technology and Reflective Practice: The Use of Online Discussion to Enhance Clinical Learning

2.50
Hdl Handle:
http://hdl.handle.net/10755/147941
Type:
Presentation
Title:
Technology and Reflective Practice: The Use of Online Discussion to Enhance Clinical Learning
Abstract:
Technology and Reflective Practice: The Use of Online Discussion to Enhance Clinical Learning
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Hermann, Mary, RN, MSN, EdD
P.I. Institution Name:Gwynedd-Mercy College
Title:Associate Professor of Nursing
The strained, fast- paced health care environment provides essential clinical experiences for freshman nursing students that facilitate the acquisition of fundamental knowledge and technical skill competency. However, this complex atmosphere often does not support the processing of these learning opportunities that are crucial for cultivating critically, reflective skills within the nursing student. Traditionally in nursing education, time to process and reflect on the clinical day is usually accomplished in post-conference sessions. But sometimes, there is just not enough time, energy or level of focus to adequately devote to this debriefing. With the goals to enhance clinical learning and strengthen the emotional and personal development of the students as compassionate professionals, the use of the online discussion board was introduced to two-second semester freshman nursing clinical student groups. Traditional post-conference was held as usual, but in addition, the instructor posted discussion questions after the clinical day and the students were asked to respond to these questions. Both the instructor and the freshman students believe that the use of the online discussion after the clinical day enhanced clinical learning. Specifically, common themes that emerged through the online discussion involved the students' increased emotional awareness, effective use of self, sense of empowerment and capacity for compassion. The ability to continue the reflective process enhanced the thoughtfulness of the students' responses and provided insight for the instructor related to the quality of the students' learning. Moreover, the strategy appeared to bring a more holistic, integrative perspective to student learning. Additionally, all students responded to the posted online discussion, as contrasted to responses by only the more vocal students in the traditional post-conference sessions.
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.titleTechnology and Reflective Practice: The Use of Online Discussion to Enhance Clinical Learningen_GB
dc.identifier.urihttp://hdl.handle.net/10755/147941-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Technology and Reflective Practice: The Use of Online Discussion to Enhance Clinical Learning</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">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hermann, Mary, RN, MSN, EdD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Gwynedd-Mercy College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">hermann.m@gmc.edu</td></tr><tr><td colspan="2" class="item-abstract">The strained, fast- paced health care environment provides essential clinical experiences for freshman nursing students that facilitate the acquisition of fundamental knowledge and technical skill competency. However, this complex atmosphere often does not support the processing of these learning opportunities that are crucial for cultivating critically, reflective skills within the nursing student. Traditionally in nursing education, time to process and reflect on the clinical day is usually accomplished in post-conference sessions. But sometimes, there is just not enough time, energy or level of focus to adequately devote to this debriefing. With the goals to enhance clinical learning and strengthen the emotional and personal development of the students as compassionate professionals, the use of the online discussion board was introduced to two-second semester freshman nursing clinical student groups. Traditional post-conference was held as usual, but in addition, the instructor posted discussion questions after the clinical day and the students were asked to respond to these questions. Both the instructor and the freshman students believe that the use of the online discussion after the clinical day enhanced clinical learning. Specifically, common themes that emerged through the online discussion involved the students' increased emotional awareness, effective use of self, sense of empowerment and capacity for compassion. The ability to continue the reflective process enhanced the thoughtfulness of the students' responses and provided insight for the instructor related to the quality of the students' learning. Moreover, the strategy appeared to bring a more holistic, integrative perspective to student learning. Additionally, all students responded to the posted online discussion, as contrasted to responses by only the more vocal students in the traditional post-conference sessions.</td></tr></table>en_GB
dc.date.available2011-10-26T09:38:20Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:38:20Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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