An Innovative Approach to Adult Education in a Two-year BScN Program: Creating Partnerships in Learning

Zarins, Baiba; Carter, Lorraine M; McParland, Tammie

doi:10.17483/2368-6669.1025

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2017

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“…[3] The graduates from this second-degree program are expected to exhibit the following professional characteristics: curious, insightful, technologically competent, courageous, and knowledgeable. [4] Clinical reflection seminars are essential components of this program. Without the traditional concept of independent courses, every semester is 13 weeks long and composed of three weeks of classroom inquiry, nine weeks of clinical practicum, and one week of in-class reflection.…”

Section: Introductionmentioning

confidence: 99%

Strengths-based student-led presentations in clinical reflection seminars: Narratives of learning experiences

Zou

Easton²,

Mudrick³

et al. 2017

JNEP

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According to the strengths-based care theory, the strengths-based student-led presentation was designed and implemented in order to improve learning and teaching experiences in clinical reflection seminars. This paper describes learning experiences of both the instructor and the learners, explores common narrative themes, and discusses future implications of strengths-based applications in undergraduate nursing education. Through reflection on learning experiences, four themes, including creating a caring and empathetic learning environment, an open self-directed curriculum design, reciprocal learning, and leadership to influence peers and practicum, have been explored.

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Section: Introductionmentioning

confidence: 99%