Engaging the Learner by Bridging the Gap between Theory and Clinical Competence: The Impact of Concept Mapping and Simulation as Innovative Strategies

2.50
Hdl Handle:
http://hdl.handle.net/10755/308404
Category:
Abstract
Type:
Presentation
Title:
Engaging the Learner by Bridging the Gap between Theory and Clinical Competence: The Impact of Concept Mapping and Simulation as Innovative Strategies
Author(s):
Jamison, M. Therese
Lead Author STTI Affiliation:
Kapp Iota
Author Details:
M. Therese Jamison, Doctorate of Nursing Practice, tjamison@madonna.edu
Abstract:

Poster presented on: Sunday, November 17, 2013, Saturday, November 16, 2013

Abstract

Nurse practitioner faculty are challenged to establish the foundation for clinical competence in order for nurse practitioner students to function in the role of advanced practice nurses. Essential management of nurse practitioner curriculum includes adopting meaningful learning strategies that will assist in meeting core competencies, transform knowledge, and ultimately enhance clinical competence. The integration of didactic instruction, concept mapping, and simulation will be utilized as innovative strategies to promote awareness and management of clinical topics, from acute care to primary care as well as across the life span. These strategies can be expanded for educating undergraduate nursing students, new graduates, as well as annual competency based activities for staff nurses.

Students enrolled in the clinical courses of the Acute Care Nurse-Gerontology Practitioner Track at a Midwestern Liberal Arts University are exposed to three different learning strategies. The students are initially provided with didactic content.  A group concept map is developed from a case study and then a simulation exercise occurs. The concept map grading rubric was developed by course faculty and integrates the theoretical underpinnings of concept mapping. The simulation evaluation rubric includes assessment and diagnosis of health status and plan of care/implementation of treatment. Documentation of clinical practice guidelines with identified level of evidence related to the case study is expected. Following the simulation, the student group has an opportunity for a debriefing session with theory faculty.  This debriefing will allow for immediate feedback to the student group on their plan of care, analysis of group dynamics, and further clarification for an online exam.

Keywords:
Innovative Strategies; Nurse Sensitive Indicators
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
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.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEngaging the Learner by Bridging the Gap between Theory and Clinical Competence: The Impact of Concept Mapping and Simulation as Innovative Strategiesen_GB
dc.contributor.authorJamison, M. Thereseen_GB
dc.contributor.departmentKapp Iotaen_GB
dc.author.detailsM. Therese Jamison, Doctorate of Nursing Practice, tjamison@madonna.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308404-
dc.description.abstract<p>Poster presented on: Sunday, November 17, 2013, Saturday, November 16, 2013</p><b>Abstract<i></i></b><p>Nurse practitioner faculty are challenged to establish the foundation for clinical competence in order for nurse practitioner students to function in the role of advanced practice nurses. Essential management of nurse practitioner curriculum includes adopting meaningful learning strategies that will assist in meeting core competencies, transform knowledge, and ultimately enhance clinical competence. The integration of didactic instruction, concept mapping, and simulation will be utilized as innovative strategies to promote awareness and management of clinical topics, from acute care to primary care as well as across the life span. These strategies can be expanded for educating undergraduate nursing students, new graduates, as well as annual competency based activities for staff nurses. <p>Students enrolled in the clinical courses of the Acute Care Nurse-Gerontology Practitioner Track at a Midwestern Liberal Arts University are exposed to three different learning strategies. The students are initially provided with didactic content.  A group concept map is developed from a case study and then a simulation exercise occurs. The concept map grading rubric was developed by course faculty and integrates the theoretical underpinnings of concept mapping. The simulation evaluation rubric includes assessment and diagnosis of health status and plan of care/implementation of treatment. Documentation of clinical practice guidelines with identified level of evidence related to the case study is expected. Following the simulation, the student group has an opportunity for a debriefing session with theory faculty.  This debriefing will allow for immediate feedback to the student group on their plan of care, analysis of group dynamics, and further clarification for an online exam.en_GB
dc.subjectInnovative Strategiesen_GB
dc.subjectNurse Sensitive Indicatorsen_GB
dc.date.available2013-12-19T17:30:53Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:30:53Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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.en_GB
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