An Innovative Approach to a Capstone Course Applied to a Pediatric Endocrine Unit with Integration of the Carnegie Foundation Recommendations

2.50
Hdl Handle:
http://hdl.handle.net/10755/202178
Type:
Presentation
Title:
An Innovative Approach to a Capstone Course Applied to a Pediatric Endocrine Unit with Integration of the Carnegie Foundation Recommendations
Abstract:
(41st Biennial Convention) Abstract The Carnegie Foundation for the Advancement of Teaching funded a study that examined essential qualities needed by professionals to function effectively in the practice of nursing. Through the examination of behaviors of graduate nurses, the researchers noted a gap between practice and education. Recommendations of the researchers (Benner, Sutphen, Leonard, and Day, 2010) included the need to improve the integration of concepts related to liberal arts education and to transfer knowledge learned in the classroom into clinical practice with the development of clinical reasoning skills and professional formation.  This capstone course provides a link between the classroom and clinical environment.  It specifically weaves the “Shifts of Integration” recommended by the Carnegie Foundation and the theory of constructivism with the student learning in the context of caring for the pediatric patient, evolving into professional formation. Keywords: Carnegie Foundation, capstone, integration, clinical reasoning, constructivism, professional formation, pediatrics  
Keywords:
Consructivism; Carnegie Foundation; Clinical Reasoning
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleAn Innovative Approach to a Capstone Course Applied to a Pediatric Endocrine Unit with Integration of the Carnegie Foundation Recommendationsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/202178-
dc.description.abstract(41st Biennial Convention) Abstract The Carnegie Foundation for the Advancement of Teaching funded a study that examined essential qualities needed by professionals to function effectively in the practice of nursing. Through the examination of behaviors of graduate nurses, the researchers noted a gap between practice and education. Recommendations of the researchers (Benner, Sutphen, Leonard, and Day, 2010) included the need to improve the integration of concepts related to liberal arts education and to transfer knowledge learned in the classroom into clinical practice with the development of clinical reasoning skills and professional formation.  This capstone course provides a link between the classroom and clinical environment.  It specifically weaves the “Shifts of Integration” recommended by the Carnegie Foundation and the theory of constructivism with the student learning in the context of caring for the pediatric patient, evolving into professional formation. Keywords: Carnegie Foundation, capstone, integration, clinical reasoning, constructivism, professional formation, pediatrics  en_GB
dc.subjectConsructivismen_GB
dc.subjectCarnegie Foundationen_GB
dc.subjectClinical Reasoningen_GB
dc.date.available2012-01-11T11:14:14Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:14:14Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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