2.50
Hdl Handle:
http://hdl.handle.net/10755/162298
Category:
Abstract
Type:
Presentation
Title:
Understanding, Truth and the Technologic Project: Students in Transition
Author(s):
Paton, Brenda
Author Details:
Brenda Paton, RN, PhD, Professor, University of Calgary, Calgary, Alberta, Canada, email: bpaton@ucalgary.ca
Abstract:
The undergraduate nursing students' final clinical practicum provides opportunities for collaborative dialogue between faculty, preceptors and students around the domains of safe, competent and ethical nursing practice. Professional responsibilities of ensuring the ideal of safe practice prevails are represented within the preceptorship framework triad, which is diagrammatically and metaphorically drawn as a perfect triangle. These "collaborators" synergistically impact critical thinking and clinical reasoning-in-action within, between and beyond each other. It is contended the preceptorship framework is characterized with a convoluted process of attuning to, clarifying and responding to the voice of the other. Ultimately students need to accurately assess and establish priorities of care in complex and unfamiliar patient care situations, and in clinical environments that are unpredictable and limited in human resources. Unlike faculty and preceptors, students don't have their peers present, "at the moment" to bounce ideas off. This places the preceptorship triad at crossroads. Yet to continue to contribute as an equal in this collaborative means students can dialogue. An education innovation was trialed utilizing discussion boards through blackboard technology. This presentation will describe the background, process and outcomes of two groups of final practicum students. Suggestions for research, education and practice will be highlighted.
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.titleUnderstanding, Truth and the Technologic Project: Students in Transitionen_GB
dc.contributor.authorPaton, Brendaen_US
dc.author.detailsBrenda Paton, RN, PhD, Professor, University of Calgary, Calgary, Alberta, Canada, email: bpaton@ucalgary.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162298-
dc.description.abstractThe undergraduate nursing students' final clinical practicum provides opportunities for collaborative dialogue between faculty, preceptors and students around the domains of safe, competent and ethical nursing practice. Professional responsibilities of ensuring the ideal of safe practice prevails are represented within the preceptorship framework triad, which is diagrammatically and metaphorically drawn as a perfect triangle. These "collaborators" synergistically impact critical thinking and clinical reasoning-in-action within, between and beyond each other. It is contended the preceptorship framework is characterized with a convoluted process of attuning to, clarifying and responding to the voice of the other. Ultimately students need to accurately assess and establish priorities of care in complex and unfamiliar patient care situations, and in clinical environments that are unpredictable and limited in human resources. Unlike faculty and preceptors, students don't have their peers present, "at the moment" to bounce ideas off. This places the preceptorship triad at crossroads. Yet to continue to contribute as an equal in this collaborative means students can dialogue. An education innovation was trialed utilizing discussion boards through blackboard technology. This presentation will describe the background, process and outcomes of two groups of final practicum students. Suggestions for research, education and practice will be highlighted.en_GB
dc.date.available2011-10-27T10:00:33Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T10:00:33Z-
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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