| Conference Registration WebCT Homepage | |
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| Friday, July 14, 2006: 10:00 AM-10:45 AM | |||
| Arkansas Room (Sheraton Chicago Hotel & Towers) | |||
| M-7: Guiding Nursing Students toward Reflective Thinking | |||
| Detailed Description: | One goal of a professional nursing education is to enhance clinical judgment. Reflective thinking is a first step toward achieving this goal. In this session, participants will learn how to design an online course to facilitate reflective thinking, self-directed learning, and shared responsibility for peer learning among nursing students. Learn how thoughtful discussions can be accomplished via an asynchronous discussion forum and discover how an online course may be a better learning environment for accomplishing reflective thinking than a traditional classroom. | ||
| Presentation Format: | Showcase | ||
| Topic: | Enabling learning: Effective instructional practices and student support models | ||
| Target Audience: | Course Designers, Faculty and Other Instructors | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | A goal of professional nursing education is enhanced clinical judgment. Reflective thinking, or thinking about how one thinks, is a first step toward this goal. The online course, Enhancing Clinical Judgment, was designed to enhance students' ability to make sound clinical judgments by the use of reflective thinking and critical thinking strategies. The course was developed to provide an opportunity for students to (a) reflect on their personal thinking style, (b) examine the role of critical thinking in making clinical judgments, (c) learn strategies for enhancing critical thinking and clinical reasoning, (d) practice applying these strategies in a variety of case studies, (e) critically study their own clinical practice, and (f) benefit from learning via online group discussions with peers and faculty. The conference session will demonstrate how to design an online course to facilitate reflective thinking, as well as self-directed learning and shared responsibility for peer learning among nursing students. Participants will discover how thoughtful discussion can be accomplished via an asynchronous discussion forum. The primary outcome is that participants will appreciate why an online course may be a better learning environment for accomplishing reflective thinking than the traditional classroom. | ||
| Session Leader: | Lienne D. Edwards University of North Carolina at Charlotte | ||
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