Establishing meaningful learning in online nursing postconferences: A literature review

Research output: Contribution to journalReview articlepeer-review

6 Citations (Scopus)


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
Issue number5
Publication statusPublished - 1 Sep. 2020


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


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