Abstract
The Carnegie Foundation for the Advancement of Teaching funded a study that examined essential qualities needed by professionals to function effectively in the practice of nursing. Through the examination of behaviors of graduate nurses, the researchers noted a gap between practice and education. Recommendations of the researchers (Benner, Sutphen, Leonard, and Day, 2010) included the need to improve the integration of concepts related to liberal arts education and to transfer knowledge learned in the classroom into clinical practice with the development of clinical reasoning skills and professional formation. This capstone course provides a link between the classroom and clinical environment. It specifically weaves the "Shifts of Integration" recommended by the Carnegie Foundation and the theory of constructivism with the student learning in the context of caring for the pediatric patient, evolving into professional formation. Keywords: Carnegie Foundation, capstone, integration, clinical reasoning, constructivism, professional formation, pediatrics
Sigma Membership
Unknown
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Constructivism, Carnegie Foundation, Clinical Reasoning
Recommended Citation
Stec, Mary W., "An innovative approach to a capstone course applied to a pediatric endocrine unit with integration of the Carnegie Foundation recommendations" (2012). Convention. 147.
https://www.sigmarepository.org/convention/2011/presentations_2011/147
Conference Name
41st Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Grapevine, Texas, USA
Conference Year
2011
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
An innovative approach to a capstone course applied to a pediatric endocrine unit with integration of the Carnegie Foundation recommendations
Grapevine, Texas, USA
The Carnegie Foundation for the Advancement of Teaching funded a study that examined essential qualities needed by professionals to function effectively in the practice of nursing. Through the examination of behaviors of graduate nurses, the researchers noted a gap between practice and education. Recommendations of the researchers (Benner, Sutphen, Leonard, and Day, 2010) included the need to improve the integration of concepts related to liberal arts education and to transfer knowledge learned in the classroom into clinical practice with the development of clinical reasoning skills and professional formation. This capstone course provides a link between the classroom and clinical environment. It specifically weaves the "Shifts of Integration" recommended by the Carnegie Foundation and the theory of constructivism with the student learning in the context of caring for the pediatric patient, evolving into professional formation. Keywords: Carnegie Foundation, capstone, integration, clinical reasoning, constructivism, professional formation, pediatrics
Description
41st Biennial Convention - 29 October-2 November 2011. Theme: People and Knowledge: Connecting for Global Health. Held at the Gaylord Texan Resort & Convention Center.