Meeting Practice Challenges via a Clinical Decision-making Course

Campbell, Eleanor

doi:10.1097/00006223-200409000-00010

Cited by 7 publications

(3 citation statements)

References 4 publications

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“…Students were expected to use current evidence to support their analysis of the situation, and their suggested strategies for change. The use of a specifi c case situation identifi ed by each student permitted an in-depth examination of issues from multiple perspectives (Campbell, 2004). In addition, students had the opportunity to explore a clinical situation of their own choosing that was based on real-world practice.…”

Section: A New Approach To Providing Meaningful Learning Experiencesmentioning

confidence: 99%

Developing meaningful learning experiences in palliative care nursing education

2009

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To help nurses develop effective clinical decision-making skills, it is essential that palliative care education includes opportunities for undergraduate and practicing nurses to develop cognitive skills in addressing real-life clinical problems. This article describes the learning experiences within an elective nursing course designed to strengthen the clinical decision-making skills of students in the context of palliative care and interprofessional practice. A description of the course context, major learning assignment and evaluation rubic, and reflections on the learning process in terms of clinical decision-making and interprofessional practice provides an example of how meaningful learning opportunities can be used to prepare nurses for the challenges they will face as collaborative team members in their palliative clinical practice.

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Section: A New Approach To Providing Meaningful Learning Experiencesmentioning

confidence: 99%

Developing meaningful learning experiences in palliative care nursing education

2009

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“…Case studies are an effective teaching-learning strategy. The case study approach provides students with opportunities to apply critical thinking to nursing care situations they may encounter in practice (Baumberger-Henry, 2003;Campbell, 2004). Students demonstrate knowledge of course content through the application of problem-solving and decisionmaking in the formulation of a plan of care that best meets the needs of the fictitious patient and family.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, students rely on teachers to provide lecture notes and may not be adequately prepared to participate in class discussions. Case studies, which are an effective way of connecting critical thinking, problem solving, and decision-making to practice (Baumberger-Henry, 2003;Campbell, 2004), enhance students' participation in class discussions. Conceptual models of nursing provide a unique body of knowledge that can be used to guide construction of case studies and enhance application of didactic course content to nursing practice.…”

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confidence: 99%

Using Case Studies Based on a Nursing Conceptual Model to Teach Medical-Surgical Nursing

DeSanto‐Madeya

2007

Nurs Sci Q

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Nurse educators are continually challenged to develop teaching strategies that enhance students' critical thinking, problem-solving, and decision-making skills. Case studies are a creative learning strategy that fosters these skills through the use of in-depth descriptions of realistic clinical situations. Conceptual models of nursing provide a unique body of knowledge that can be used to guide construction of case studies and enhance application of didactic course content to nursing practice. In this column, the author discusses the use of case studies constructed within the context of the Roy adaptation model for a senior level medical-surgical nursing course.

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