Establishing meaningful learning in online nursing postconferences: A literature review

Kristin A. Petrovic, Regan Hack, Beth Perry

    Research output: Contribution to journalReview articlepeer-review

    6 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)283-287
    Number of pages5
    JournalNurse Educator
    Volume45
    Issue number5
    DOIs
    Publication statusPublished - 1 Sep. 2020

    Keywords

    • clinical postconference
    • clinical teaching methods
    • online nursing education
    • online postconference

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