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Conference Paper/Proceeding/Abstract 1064 views

Moving towards authentic learning in nurse education

Helen Beckett, Vera Logan

Swansea University Author: Helen Beckett

Abstract

Feedback when delivered effectively is an invaluable aspect of learning, development and acquisition of new knowledge, skills and competence as it provides an insight into strengths, limitations and areas for development (Klaber, 2012). If integrated successfully feedback is an invaluable aspect of...

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Published: Swansea University SALT Conference 2018
URI: https://cronfa.swan.ac.uk/Record/cronfa52048
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first_indexed 2019-10-08T20:22:22Z
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-10-08T19:01:15.7144855</datestamp><bib-version>v2</bib-version><id>52048</id><entry>2019-09-23</entry><title>Moving towards authentic learning in nurse education</title><swanseaauthors><author><sid>498279e229a3170da3a5a83b8080f5ef</sid><firstname>Helen</firstname><surname>Beckett</surname><name>Helen Beckett</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2019-09-23</date><deptcode>HNU</deptcode><abstract>Feedback when delivered effectively is an invaluable aspect of learning, development and acquisition of new knowledge, skills and competence as it provides an insight into strengths, limitations and areas for development (Klaber, 2012). If integrated successfully feedback is an invaluable aspect of the students learning, the inclusion of which within authentic learning experiences supports enhances the individual&#x2019;s path to clinical competence. As it informs practice and aids their development, with the goal being to help the learners identify gaps in their knowledge and reinforce key concepts.To ensure that the feedback the students received was constructive, timely and focused to the learners needs, and one that fosters a positive environment that facilitates learners in self-reflection and positive goal setting a structured model for debrief was utilised. The diamond method for debriefing enables discussion of the learning experience through description, analysis and application before bringing the learning back into sharp focus with specific learning points.When students effectively engage with the authentic learning experience there is opportunity to immerse in meaningful activities that explicitly map the connection between theory and real life clinical practice. The success of sessions delivered through the strategy of authentic learning can be seen through the learner&#x2019;s evaluation of the sessions, which can be characterised into four themes;&#x2022;Skills and knowledge acquisition&#x2022;Increased confidence&#x2022;Enhanced critical thinking&#x2022;Transferability of skills to clinical practiceBy introducing innovative authentic strategies we are not only bridging the gap between theory and practice, we are increasing student engagement and building the confidence that prepares the students for an ever-evolving dynamic future in nursing.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal/><publisher>SALT Conference</publisher><placeOfPublication>Swansea University</placeOfPublication><keywords/><publishedDay>18</publishedDay><publishedMonth>7</publishedMonth><publishedYear>2018</publishedYear><publishedDate>2018-07-18</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Nursing</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>HNU</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2019-10-08T19:01:15.7144855</lastEdited><Created>2019-09-23T16:02:40.8752449</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">School of Health and Social Care - Nursing</level></path><authors><author><firstname>Helen</firstname><surname>Beckett</surname><order>1</order></author><author><firstname>Vera</firstname><surname>Logan</surname><order>2</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2019-10-08T19:01:15.7144855 v2 52048 2019-09-23 Moving towards authentic learning in nurse education 498279e229a3170da3a5a83b8080f5ef Helen Beckett Helen Beckett true false 2019-09-23 HNU Feedback when delivered effectively is an invaluable aspect of learning, development and acquisition of new knowledge, skills and competence as it provides an insight into strengths, limitations and areas for development (Klaber, 2012). If integrated successfully feedback is an invaluable aspect of the students learning, the inclusion of which within authentic learning experiences supports enhances the individual’s path to clinical competence. As it informs practice and aids their development, with the goal being to help the learners identify gaps in their knowledge and reinforce key concepts.To ensure that the feedback the students received was constructive, timely and focused to the learners needs, and one that fosters a positive environment that facilitates learners in self-reflection and positive goal setting a structured model for debrief was utilised. The diamond method for debriefing enables discussion of the learning experience through description, analysis and application before bringing the learning back into sharp focus with specific learning points.When students effectively engage with the authentic learning experience there is opportunity to immerse in meaningful activities that explicitly map the connection between theory and real life clinical practice. The success of sessions delivered through the strategy of authentic learning can be seen through the learner’s evaluation of the sessions, which can be characterised into four themes;•Skills and knowledge acquisition•Increased confidence•Enhanced critical thinking•Transferability of skills to clinical practiceBy introducing innovative authentic strategies we are not only bridging the gap between theory and practice, we are increasing student engagement and building the confidence that prepares the students for an ever-evolving dynamic future in nursing. Conference Paper/Proceeding/Abstract SALT Conference Swansea University 18 7 2018 2018-07-18 COLLEGE NANME Nursing COLLEGE CODE HNU Swansea University 2019-10-08T19:01:15.7144855 2019-09-23T16:02:40.8752449 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Nursing Helen Beckett 1 Vera Logan 2
title Moving towards authentic learning in nurse education
spellingShingle Moving towards authentic learning in nurse education
Helen Beckett
title_short Moving towards authentic learning in nurse education
title_full Moving towards authentic learning in nurse education
title_fullStr Moving towards authentic learning in nurse education
title_full_unstemmed Moving towards authentic learning in nurse education
title_sort Moving towards authentic learning in nurse education
author_id_str_mv 498279e229a3170da3a5a83b8080f5ef
author_id_fullname_str_mv 498279e229a3170da3a5a83b8080f5ef_***_Helen Beckett
author Helen Beckett
author2 Helen Beckett
Vera Logan
format Conference Paper/Proceeding/Abstract
publishDate 2018
institution Swansea University
publisher SALT Conference
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Nursing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Nursing
document_store_str 0
active_str 0
description Feedback when delivered effectively is an invaluable aspect of learning, development and acquisition of new knowledge, skills and competence as it provides an insight into strengths, limitations and areas for development (Klaber, 2012). If integrated successfully feedback is an invaluable aspect of the students learning, the inclusion of which within authentic learning experiences supports enhances the individual’s path to clinical competence. As it informs practice and aids their development, with the goal being to help the learners identify gaps in their knowledge and reinforce key concepts.To ensure that the feedback the students received was constructive, timely and focused to the learners needs, and one that fosters a positive environment that facilitates learners in self-reflection and positive goal setting a structured model for debrief was utilised. The diamond method for debriefing enables discussion of the learning experience through description, analysis and application before bringing the learning back into sharp focus with specific learning points.When students effectively engage with the authentic learning experience there is opportunity to immerse in meaningful activities that explicitly map the connection between theory and real life clinical practice. The success of sessions delivered through the strategy of authentic learning can be seen through the learner’s evaluation of the sessions, which can be characterised into four themes;•Skills and knowledge acquisition•Increased confidence•Enhanced critical thinking•Transferability of skills to clinical practiceBy introducing innovative authentic strategies we are not only bridging the gap between theory and practice, we are increasing student engagement and building the confidence that prepares the students for an ever-evolving dynamic future in nursing.
published_date 2018-07-18T04:04:12Z
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score 11.03559

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