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

Abstract

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.

Student’s Experiences on Learning Therapeutic Relationship: A Narrative Inquiry

“…The research ethics approval was obtained from the university. In this innovative program, therapeutic relationship is emphasized as one of the four major themes of the program and has been threaded through the two years of learning experiences (Zou, Easton, Mudrick, Grzelak, & Vanderlee, 2018). The concept and practice guidelines of therapeutic relationship are introduced in the beginning of the program, various artistic exercises are conducted, and group and individual reflection are encouraged.…”

“…Thus, the professor approached the student and invited her to be a participant of the study. This student was a typical learner in a Canadian second-entry bachelor degree of nursing program, who were females, from 22 to 25 years old, with a previous non-nursing bachelor degree, were second-year students in a two-year accelerated nursing program, and were full-time students with an annual income less than US$20,000 (Zou et al., 2018). The student’s reflection served as the narrative in this paper.…”

Successful vs. unsuccessful small group reflection: A narrative inquiry

“…[9] The Scholar Practitioner Program of Nipissing University is an innovative, accelerated Bachelor of Nursing program in Toronto, Canada. [10] Instead of a traditional course-based design, every semester at the Scholar Practitioner Program is composed of 3-weeks of classroom inquiry, 9-weeks of clinical practicum, and 1-week of reflection. During the 9 weeks of clinical practicum, a group of around 10 students, will work with a faculty advisor in a 4-hour small group reflection seminar held weekly on campus.…”