Overview:

The clinical setting is where the rubber meets the road in nursing education! I share practical strategies and tools to get the most out of clinical education by emphasizing clinical reasoning so students are able to THINK more like a nurse.

In addition to practical strategies to strengthen and enhance the effectiveness of clinical faculty, numerous tools are shared that will empower faculty to help students acquire DEEP learning of what is MOST important so students can APPLY this knowledge and think critically as well as clinically.

The practice based model of twelve clinical reasoning questions that I developed is shared with practical ways to integrate in the clinical or in the clinical paperwork of your program.

This presentation can be a concise 60-75 minute presentation or fully developed into a 4-hour workshop.

Description:

This workshop is for educators who want to transform nursing education and increase their effectiveness in the clinical setting through an emphasis on clinical reasoning.

You will learn how to maximize student learning in the clinical setting by incorporating the principles from Educating Nurses: A Call for Radical Transformation, and the presenter’s clinical and adjunct experience in a wide variety of settings.

I will incorporate and develop my three C’s of clinical practice: caring, critical thinking, and clinical reasoning, as well as tools to strengthen student learning!

Objectives:

  1. Apply the concepts of clinical reasoning advocated by Patricia Benner in “Educating Nurses” in the clinical setting.
  2. Identify effective principles to maximize the clinical experience for students through an emphasis on clinical reasoning during pre-conference, clinical, and post-conference.
  3. Apply templates developed by the presenter that incorporate clinical reasoning in students’ clinical paperwork and an alternative clinical assignment.
  4. Describe how Kristen Swanson’s caring theory can be used to promote caring behaviors by nursing students in the clinical setting.