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ERIC Number: ED561846
Record Type: Non-Journal
Publication Date: 2013
Pages: 124
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-6121-7
ISSN: N/A
Online Clinical Post-Conference, Face-to-Face Clinical Postconference: Effects on Critical Thinking in Associate Degree Nursing Students
Ebersole-Berkstresser, Kristie Anne
ProQuest LLC, Ph.D. Dissertation, Capella University
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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: California Critical Thinking Skills Test (College)