Abstract:
BACKGROUND:Effective teaching and learning strategies in online postconference can assist students to find meaning within clinical experiences. PURPOSE:To explore this, we completed a literature review about meaningful learning in online clinical postconferencing in prelicensure nursing education. METHODS:Articles that were peer-reviewed, published within the last 10 years, written in English, and addressed online learning in clinical postconferences in prelicensure nursing programs were included. RESULTS:Analysis revealed the following themes: connecting theory to practice, reflective practice, impact on future practice, peer and instructor support, mentoring and leadership development, giving and receiving feedback effectively, critical thinking, and engagement of active learners. Gaps were evident with minimal evidence-based practice described related to postconferences in general. Additionally, there is limited discussion of online postconferencing. CONCLUSIONS:Understanding the nuances of meaningful learning in online postconference is critical to facilitating students' ability to connect theory to practice.
journal_name
Nurse Educjournal_title
Nurse educatorauthors
Petrovic KA,Hack R,Perry Bdoi
10.1097/NNE.0000000000000762subject
Has Abstractpub_date
2020-09-01 00:00:00pages
283-287issue
5eissn
0363-3624issn
1538-9855journal_volume
45pub_type
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