Online clinical post-conference, face-to-face clinical post-conference: Effects on critical thinking in associate degree nursing students
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Kristie A. Berkstresser, PhD, CNE, GERO-BC, Associate Professor
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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 postclinical 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.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3597781; ProQuest document ID: 1458439968. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Quasi-Experimental Study, Other |
Research Approach | Mixed/Multi Method Research |
Keywords | Pre-Licensure Nursing Students; Nursing Education; Critical Thinking |
Grantor | Capella University |
Advisor | Reams, Paula; Zerwekh, Joann; Hershey, Jean |
Level | PhD |
Year | 2013 |
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