2.50
Hdl Handle:
http://hdl.handle.net/10755/162312
Category:
Abstract
Type:
Presentation
Title:
Bridging Theory to Practice
Author(s):
Seeley, Janis
Author Details:
Janis Seeley, RN, MEd, MScN, Professor, Confederation, Thunder Bay, Ontario, Canada, email: seeley@confederationc.on.ca
Abstract:
One in four individuals will have a mental illness during their lifetime (WHO, 2001). Nationally there is a shortage of mental health practitioners in nursing (Cutcliffe, 2003). The purpose of the educational initiative was to design a learning environment that would enhance the knowledge, attitude, and skills of students, faculty and the clinical experts. Utilizing Brenner's (1984) "novice-to-expert" theoretical framework, the educator and practitioners collaborated to design, implement, and evaluate interactive scenarios that engaged students in "real life" practice situations prior to their mental health clinical placement. The "intention, expectations, meanings, and outcomes" (p.4) of client/practitioner interaction and case management was role played by the clinical experts using paradigm case studies. Six mental health clinical experts paired with 6 non-mental health faculty members and 28 BScN 3rd year students participated in the learning activity. The mental health clinical experts, role modeled actual clinical situations engaging students through deliberate, analytical problem solving strategies to facilitate the transfer of mental health theory "knowing that" into clinical practice "knowing how." Evaluation of the learning activity was conducted with all participants to determine if the activity was meaningful, challenging, and facilitated competency, decision-making, and relationship building.
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.titleBridging Theory to Practiceen_GB
dc.contributor.authorSeeley, Janisen_US
dc.author.detailsJanis Seeley, RN, MEd, MScN, Professor, Confederation, Thunder Bay, Ontario, Canada, email: seeley@confederationc.on.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162312-
dc.description.abstractOne in four individuals will have a mental illness during their lifetime (WHO, 2001). Nationally there is a shortage of mental health practitioners in nursing (Cutcliffe, 2003). The purpose of the educational initiative was to design a learning environment that would enhance the knowledge, attitude, and skills of students, faculty and the clinical experts. Utilizing Brenner's (1984) "novice-to-expert" theoretical framework, the educator and practitioners collaborated to design, implement, and evaluate interactive scenarios that engaged students in "real life" practice situations prior to their mental health clinical placement. The "intention, expectations, meanings, and outcomes" (p.4) of client/practitioner interaction and case management was role played by the clinical experts using paradigm case studies. Six mental health clinical experts paired with 6 non-mental health faculty members and 28 BScN 3rd year students participated in the learning activity. The mental health clinical experts, role modeled actual clinical situations engaging students through deliberate, analytical problem solving strategies to facilitate the transfer of mental health theory "knowing that" into clinical practice "knowing how." Evaluation of the learning activity was conducted with all participants to determine if the activity was meaningful, challenging, and facilitated competency, decision-making, and relationship building.en_GB
dc.date.available2011-10-27T10:00:48Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T10:00:48Z-
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.-
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.