Translating Learning Outcomes to Enhance Teaching and Curriculum

2.50
Hdl Handle:
http://hdl.handle.net/10755/316863
Category:
Abstract
Type:
Presentation
Title:
Translating Learning Outcomes to Enhance Teaching and Curriculum
Author(s):
Tiffany, Jone
Lead Author STTI Affiliation:
Chi-at-Large
Author Details:
Jone Tiffany, DNP, RN, email: jone-tiffany@bethel.edu
Abstract:

Session presented on: Saturday, April 5, 2014

Educational strategies need to focus on enhancing clinical reasoning through a learner-centered approach that guides thinking through the use of reflection & dialogue to make an inferential link between thinking & doing. This presentation will provide an overview of the results of the pilot and full-scale study that support the utility of the reflective debriefing model adding to the nursing literature on effective teaching strategies that enhance clinical reasoning. The implications are clear:  engage active learning, teaching and thinking within context.  The focus of presentation will be to discuss the implications of the research and the subsequent changes made to curriculum and teaching within the four colleges of nursing.  Educators in attendance will have the opportunity to dialogue on the varied strategies for use of reflection and dialogue to improve thinking and transfer learning to new practice situations.  Discussion on factors that create both challenges and opportunities for change will be explored.
Keywords:
Research; Simulation; Evaluation
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
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.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleTranslating Learning Outcomes to Enhance Teaching and Curriculumen_GB
dc.contributor.authorTiffany, Joneen_GB
dc.contributor.departmentChi-at-Largeen_GB
dc.author.detailsJone Tiffany, DNP, RN, email: jone-tiffany@bethel.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316863-
dc.description.abstract<p>Session presented on: Saturday, April 5, 2014</p>Educational strategies need to focus on enhancing clinical reasoning through a learner-centered approach that guides thinking through the use of reflection & dialogue to make an inferential link between thinking & doing. This presentation will provide an overview of the results of the pilot and full-scale study that support the utility of the reflective debriefing model adding to the nursing literature on effective teaching strategies that enhance clinical reasoning. The implications are clear:  engage active learning, teaching and thinking within context.  The focus of presentation will be to discuss the implications of the research and the subsequent changes made to curriculum and teaching within the four colleges of nursing.  Educators in attendance will have the opportunity to dialogue on the varied strategies for use of reflection and dialogue to improve thinking and transfer learning to new practice situations.  Discussion on factors that create both challenges and opportunities for change will be explored.en_GB
dc.subjectResearchen_GB
dc.subjectSimulationen_GB
dc.subjectEvaluationen_GB
dc.date.available2014-05-13T16:44:12Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:44:12Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_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. 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 articleen_GB
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