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.
Sigma Membership
Psi Pi
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Mixed/Multi Method Research
Keywords:
Pre-Licensure Nursing Students, Nursing Education, Critical Thinking
Advisor
Paula Reams
Second Advisor
Joann Zerwekh
Third Advisor
Jean Hershey
Degree
PhD
Degree Grantor
Capella University
Degree Year
2013
Recommended Citation
Berkstresser, Kristie A., "Online clinical post-conference, face-to-face clinical post-conference: Effects on critical thinking in associate degree nursing students" (2022). Dissertations. 935.
https://www.sigmarepository.org/dissertations/935
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-12-22
Full Text of Presentation
wf_yes
Description
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.