Online Clinical Post-Conference, Face-to-Face Clinical Postconference: Effects on Critical Thinking in Associate Degree Nursing Students

Autor/in	Ebersole-Berkstresser, Kristie Anne
Titel	Online Clinical Post-Conference, Face-to-Face Clinical Postconference: Effects on Critical Thinking in Associate Degree Nursing Students
Quelle	(2013), (124 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-6121-7
Schlagwörter	Hochschulschrift; Dissertation; Associate Degrees; Nursing Education; Student Centered Learning; Teaching Methods; Online Courses; Critical Thinking; Thinking Skills; Pretests Posttests; Quasiexperimental Design; Skill Development; Asynchronous Communication; Comparative Analysis; Community Colleges; Surgery; Control Groups; Intervention; Instructional Effectiveness; Teacher Student Relationship; Conferences (Gatherings); California Critical Thinking Skills Test (College) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pflegepädagogik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Community college; Community College; Chirurgie; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Nurse educators, at every level of pre-licensure nursing education, are charged with developing critical thinking skills within their students. Post-clinical conference is one teaching strategy that nurse educators can employ to help promote the development of critical thinking skills in pre-licensure nursing students. However, traditional face-to-face post-clinical conference is marred with issues and concerns, as identified in the nursing education literature. An alternative to face-to-face post-clinical conference, asynchronous online learning environment, mitigates the issues and concerns associated with traditional post-clinical conference. Adult learning theory supports the use of asynchronous online learning environment. The asynchronous online learning environment promotes student-centered teaching strategy in place of teacher-centered learning, which by its nature traditional face-to-face post-clinical conference tends to support. The purpose of this comparison group pretest/posttest quasi-experimental study was to determine the effect of online clinical post-conference on critical thinking in comparison to face-to-face post-conference in associate degree nursing students enrolled in a pre-licensure program. The study used a small convenience sample of students enrolled in an associate degree nursing program at a mid-Atlantic community college. The study participants were given the California Critical Thinking Test at the start of their primary medical-surgical nursing clinical course and again at the end of that course. Twenty-one students were placed into the control group, traditional face-to-face post-clinical conference, and 23 students were placed into the treatment group, asynchronous online post-conference. The results showed that the intervention, online post-conference, did not impact the participants' ability to critically think. The data analysis did not support the research question that the implementation of online post-conference would improve students' ability to critically think. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01