The Application of Reflection Beyond Action in Nursing Education a Modified Version of Tanner's Clinical Judgment Model

2.50
Hdl Handle:
http://hdl.handle.net/10755/601839
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
The Application of Reflection Beyond Action in Nursing Education a Modified Version of Tanner's Clinical Judgment Model
Other Titles:
Aspects of Clinical Nursing Education [Session]
Author(s):
Peisachovich, Eva
Lead Author STTI Affiliation:
Non-member
Author Details:
Eva Peisachovich, RN, peva@yorku.ca
Abstract:
Session presented on Friday, July 24, 2015: Purpose: The purpose of the research was to explore the experience and understanding of clinical judgment of IENs when engaged in High Fidelity Patient Simulation (HFPS) and stimulated recall and reflective practice. '' Methods: The research employs qualitative descriptive, open-ended exploratory and interpretive methods informed by constructivism and transformative learning theories. The participants in this study were four IENs, aged 27'37, who were attending a university academic bridging program. They participated in a) a preliminary interview to collect data regarding their demographics and information associated with their educational, clinical, and professional background; b) three interactive simulated clinical activities comprising of high-fidelity SimMan' manikins; and c) three stimulated recall sessions followed by three focus groups. The interactive simulated activities were videotaped and stimulated recall and focus groups were audiotaped. Tanner's Model of Clinical Judgment was used to guide this process. ' Results: The thematic analysis uncovered six themes pertaining to IEN's experience and understanding of clinical judgment of which the concept of reflection-beyond-action emerged as implication for the teaching and learning of IENs. Conclusion: Reflection-beyond-action'has emerged from the findings associated with the understanding of IENs of clinical judgment and a concept that would allow further development of mindful learners.
Keywords:
Reflection; Clinical judgment; Education
Repository Posting Date:
17-Mar-2016
Date of Publication:
17-Mar-2016 ; 17-Mar-2016
Other Identifiers:
INRC15C04
Conference Date:
2015
Conference Name:
26th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
San Juan, Puerto Rico
Description:
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleThe Application of Reflection Beyond Action in Nursing Education a Modified Version of Tanner's Clinical Judgment Modelen
dc.title.alternativeAspects of Clinical Nursing Education [Session]en
dc.contributor.authorPeisachovich, Evaen
dc.contributor.departmentNon-memberen
dc.author.detailsEva Peisachovich, RN, peva@yorku.caen
dc.identifier.urihttp://hdl.handle.net/10755/601839-
dc.description.abstractSession presented on Friday, July 24, 2015: Purpose: The purpose of the research was to explore the experience and understanding of clinical judgment of IENs when engaged in High Fidelity Patient Simulation (HFPS) and stimulated recall and reflective practice. '' Methods: The research employs qualitative descriptive, open-ended exploratory and interpretive methods informed by constructivism and transformative learning theories. The participants in this study were four IENs, aged 27'37, who were attending a university academic bridging program. They participated in a) a preliminary interview to collect data regarding their demographics and information associated with their educational, clinical, and professional background; b) three interactive simulated clinical activities comprising of high-fidelity SimMan' manikins; and c) three stimulated recall sessions followed by three focus groups. The interactive simulated activities were videotaped and stimulated recall and focus groups were audiotaped. Tanner's Model of Clinical Judgment was used to guide this process. ' Results: The thematic analysis uncovered six themes pertaining to IEN's experience and understanding of clinical judgment of which the concept of reflection-beyond-action emerged as implication for the teaching and learning of IENs. Conclusion: Reflection-beyond-action'has emerged from the findings associated with the understanding of IENs of clinical judgment and a concept that would allow further development of mindful learners.en
dc.subjectReflectionen
dc.subjectClinical judgmenten
dc.subjectEducationen
dc.date.available2016-03-17T12:56:54Zen
dc.date.issued2016-03-17-
dc.date.issued2016-03-17en
dc.date.accessioned2016-03-17T12:56:54Zen
dc.conference.date2015en
dc.conference.name26th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationSan Juan, Puerto Ricoen
dc.descriptionResearch Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.en
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