Teaching and Learning in Nursing
Volume 3, Issue 3 , Pages 90-93 , July 2008

Ideas for postclinical conferences

  • Marilyn H. Oermann, PhD, RN, FAAN, ANEF

      Affiliations

    • Corresponding Author InformationCorresponding author. Tel.: +1 919 966 8233; fax: +1 919 843 9900.

References 

  1. American Nurses Association (ANA). Code of ethics for nurses with interpretive statements. Silver Spring, MD: ANA; 2005;
  2. In:  Anderson LW,  Krathwohl DR editor. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Upper Saddle River, NJ: Prentice Hall; 2001;
  3. Azzarello J, Wood DE. Assessing dynamic mental models: Unfolding case studies. Nurse Educator. 2006;31:10–14
  4. Bloom BS, Englehart MD, Furst EJ, Hill WH, Krathwohl DR. Taxonomy of educational objectives. The classification of educational goals. Handbook I: Cognitive domain. White Plains, NY: Longman; 1956;
  5. Cooper C, Taft LB, Thelen M. Examining the role of technology in learning: An evaluation of online clinical conferencing. Journal of Professional Nursing. 2004;20:160–166
  6. Gaberson K, Oermann MH. Clinical teaching strategies in nursing. 2nd ed.. New York: Springer; 2007;
  7. Greenlaw SA, DeLoach SB. Teaching critical thinking with electronic discussion. Journal of Economic Education. 2003;34(1):36–52
  8. Hamera E, Wright T. Evaluation of the content and interaction in an online clinical conference for students in advanced psychiatric mental health nursing. Archives of Psychiatric Nursing. 2004;18(1):4–10
  9. Hermann ML. Clinical issues. Technology and reflective practice: The use of online discussion to enhance postconference clinical learning. Nurse Educator. 2006;31:190–191
  10. Hsu L-L. Conducting clinical post-conference in clinical teaching: A qualitative study. Journal of Clinical Nursing. 2007;16:1525–1533
  11. Institute for Healthcare Improvement . SBAR technique for communication: A situational briefing model. Retrieved January 5, 2008, from http://www.ihi.org/IHI/Topics/PatientSafety/SafetyGeneral/Tools/SBARTechniqueforCommunicationASituationalBriefingModel.htm
  12. Knapp C. Bronson Methodist Hospital: Journey to excellence in quality and safety. Joint Commission Journal on Quality and Patient Safety. 2006;32:556–563
  13. Myrick F, Yonge O. Preceptor questioning and student critical thinking. Journal of Professional Learning. 2002;18:176–181
  14. Oermann MH, Gaberson K. Evaluation and testing in nursing education. 2nd ed.. New York: Springer; 2006;
  15. Oermann MH, Truesdell S, Ziolkowski L. Strategy to assess, develop, and evaluate critical thinking. Journal of Continuing Education in Nursing. 2000;31:155–160
  16. Phillips N, Duke M. The questioning skills of clinical teachers and preceptors: A comparative study. Journal of Advanced Nursing. 2001;33:523–529
  17. Profetto-McGrath J, Smith KB, Day RA, Yonge O. The questioning skills of tutors and students in a context based baccalaureate nursing program. Nurse Education Today. 2004;24:363–372
  18. Rentmeester MM. Integrating online discussion into clinical rotations. Journal of Nursing Education. 2006;45:528
  19. The Joint Commission . 2008 National Patient Safety Goals Hospital Program. Retrieved January 5, 2008, from http://www.jointcommission. org/PatientSafety/NationalPatientSafetyGoals/08_hap_npsgs.htm2007;

PII: S1557-3087(08)00008-5

doi: 10.1016/j.teln.2008.02.005

Teaching and Learning in Nursing
Volume 3, Issue 3 , Pages 90-93 , July 2008