2.50
Hdl Handle:
http://hdl.handle.net/10755/162260
Category:
Abstract
Type:
Presentation
Title:
Facilitating the Transition to Practice: Learning by Project
Author(s):
Goudreau, Johanne
Author Details:
Johanne Goudreau, RN, PhD, Associate Professor, University of Montreal, Boisbriand, Quebec, Canada, email: johanne.goudreau@umontreal.ca
Abstract:
In order to facilitate the transition to practice of new nursing graduates, the last course in a baccalaureate curriculum must focus on the integration and the transfer of the competencies that were developed throughout the program. The objectives of this presentation are to (1) introduce a three month course based on a "learning by project" educative strategy; (2) discuss how novice nurses became beginner nurses as described by Benner (1994). This is a 12 credit course completely devoted to planning, executing and evaluating an intervention project for a specific group of clients. "Learning by project" is done through classroom activities and a clinical clerkship. Each student has an individual project and is a member of a team which has a group project. Teamwork in the classroom is planned weekly for 14 weeks and is simultaneous to clinical work. Students help each other with the phases of both the projects. Each team holds journal club and reflexive practice sessions. The teacher provides close individual and team supervision as well as feedback regularly. Teachers and preceptors need to collaborate in order to support the students' project management. The final activity is a conference day where the students present their projects.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2007
Conference Name:
CASN Nurse Educators Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Kingston, Ontario, Canada
Description:
Held 4 - 7 November, 2007.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleFacilitating the Transition to Practice: Learning by Projecten_GB
dc.contributor.authorGoudreau, Johanneen_US
dc.author.detailsJohanne Goudreau, RN, PhD, Associate Professor, University of Montreal, Boisbriand, Quebec, Canada, email: johanne.goudreau@umontreal.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162260-
dc.description.abstractIn order to facilitate the transition to practice of new nursing graduates, the last course in a baccalaureate curriculum must focus on the integration and the transfer of the competencies that were developed throughout the program. The objectives of this presentation are to (1) introduce a three month course based on a "learning by project" educative strategy; (2) discuss how novice nurses became beginner nurses as described by Benner (1994). This is a 12 credit course completely devoted to planning, executing and evaluating an intervention project for a specific group of clients. "Learning by project" is done through classroom activities and a clinical clerkship. Each student has an individual project and is a member of a team which has a group project. Teamwork in the classroom is planned weekly for 14 weeks and is simultaneous to clinical work. Students help each other with the phases of both the projects. Each team holds journal club and reflexive practice sessions. The teacher provides close individual and team supervision as well as feedback regularly. Teachers and preceptors need to collaborate in order to support the students' project management. The final activity is a conference day where the students present their projects.en_GB
dc.date.available2011-10-27T09:59:50Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:59:50Z-
dc.conference.date2007-
dc.conference.nameCASN Nurse Educators Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationKingston, Ontario, Canadaen_US
dc.descriptionHeld 4 - 7 November, 2007.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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