Integrating Theory in an Alternative Community Health Nursing Clinical Experience

2.50
Hdl Handle:
http://hdl.handle.net/10755/602862
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Integrating Theory in an Alternative Community Health Nursing Clinical Experience
Author(s):
Strahan, Brandy E.; Bennett, Crystal; Bennett, Crystal
Lead Author STTI Affiliation:
Upsilon Kappa
Author Details:
Brandy E. Strahan, RN, bstrahan@uwf.edu; Crystal Bennett, RN
Abstract:
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: Today’s nursing students engage in various learning styles, presenting challenges for faculty to educate and create meaningful learning.  Numerous other factors, such as limited clinical sites and increased competition for these sites, add to the challenge.  Moreover, nursing faculty are pressured to increase the number of graduates and improve retention rates as education has become increasingly focused on didactic lecture and skill attainment negating students’ learning styles.  Nursing education needs to be relevant and responsive as student learning evolves and transitions from passive recipients to self-authorship.  In an effort to attain relevancy and respond to students’ learning needs, an alternative approach to community nursing clinical in a baccalaureate program was created utilizing Kolb’s experiential learning theory as a framework.  Kolb (1984) deemed learning as the process wherein knowledge is created through experience.  This process is achieved through four modes of experiential learning:  concrete experience learning (CE), reflective observation skills (RO), abstract conceptualization abilities (AC), and active experimentation (AE).  Utilizing Kolb’s first two components, senior nursing students were assigned a bus ride on public transportation in order to immerse themselves fully, openly, and without bias in a culturally diverse environment and were to also reflect on and observe their experience from many viewpoints.  Students journaled to capture reflective observation from these experiences to display modes of adaptation that occur during learning, that is, moving from one dimension to another in varying degrees.  This assignment helped empower students to take responsibility for their learning and created a transformative clinical experience.  The alternative community nursing clinical experience will be used to guide the future development of learning activities for the undergraduate nursing program whereby students can conceptualize observations into theories and implement those theories into problem solving and decision making.  Future exploration of Kolb’s experiential learning theory includes utilizing the Learning Style Inventory to assess individual student learning styles and evaluation of the undergraduate curricula in addressing the needs of students.
Keywords:
Theory; Community health nursing; Alternative clinical experiences
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15CL2.76
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleIntegrating Theory in an Alternative Community Health Nursing Clinical Experienceen
dc.contributor.authorStrahan, Brandy E.en
dc.contributor.authorBennett, Crystalen
dc.contributor.authorBennett, Crystalen
dc.contributor.departmentUpsilon Kappaen
dc.author.detailsBrandy E. Strahan, RN, bstrahan@uwf.edu; Crystal Bennett, RNen
dc.identifier.urihttp://hdl.handle.net/10755/602862en
dc.description.abstractSession presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: Today’s nursing students engage in various learning styles, presenting challenges for faculty to educate and create meaningful learning.  Numerous other factors, such as limited clinical sites and increased competition for these sites, add to the challenge.  Moreover, nursing faculty are pressured to increase the number of graduates and improve retention rates as education has become increasingly focused on didactic lecture and skill attainment negating students’ learning styles.  Nursing education needs to be relevant and responsive as student learning evolves and transitions from passive recipients to self-authorship.  In an effort to attain relevancy and respond to students’ learning needs, an alternative approach to community nursing clinical in a baccalaureate program was created utilizing Kolb’s experiential learning theory as a framework.  Kolb (1984) deemed learning as the process wherein knowledge is created through experience.  This process is achieved through four modes of experiential learning:  concrete experience learning (CE), reflective observation skills (RO), abstract conceptualization abilities (AC), and active experimentation (AE).  Utilizing Kolb’s first two components, senior nursing students were assigned a bus ride on public transportation in order to immerse themselves fully, openly, and without bias in a culturally diverse environment and were to also reflect on and observe their experience from many viewpoints.  Students journaled to capture reflective observation from these experiences to display modes of adaptation that occur during learning, that is, moving from one dimension to another in varying degrees.  This assignment helped empower students to take responsibility for their learning and created a transformative clinical experience.  The alternative community nursing clinical experience will be used to guide the future development of learning activities for the undergraduate nursing program whereby students can conceptualize observations into theories and implement those theories into problem solving and decision making.  Future exploration of Kolb’s experiential learning theory includes utilizing the Learning Style Inventory to assess individual student learning styles and evaluation of the undergraduate curricula in addressing the needs of students.en
dc.subjectTheoryen
dc.subjectCommunity health nursingen
dc.subjectAlternative clinical experiencesen
dc.date.available2016-03-21T16:38:18Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:38:18Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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