Addressing challenges in nursing education through a clinical instruction model based on a hybrid, inquiry-based learning framework.
This article describes an innovative hybrid, inquiry-based learning clinical instruction model used in accelerated baccalaureate nursing programs at three university nursing schools in the Washington DC metropolitan area. The authors describe student and faculty roles and offer examples of grading criteria. Nurse faculty and students from the three schools of nursing regard the clinical instruction model as a valuable teaching-learning approach that strengthens the relationship between theory and practice, prepares students to think critically and act effectively, and grooms students and faculty for a lifetime of learning in a changing world.
Holaday
Stephanie D
SD
Trinity University, Washington, DC, USA. holadays@trinitydc.edu
Buckley
Kathleen M
KM
D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003479:Curriculum; D004219:District of Columbia; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D006801:Humans; D007373:Interinstitutional Relations; D017145:Models, Educational; D016294:Models, Nursing; D024802:Nurse's Role / Q000523:psychology; D010687:Philosophy, Nursing; D011231:Preceptorship / Q000458:organization & administration*; D018794:Problem-Based Learning / Q000458:organization & administration*; D015397:Program Evaluation / Q000379:methods; D012579:Schools, Nursing / Q000458:organization & administration; D013338:Students, Nursing / Q000523:psychology; D013598:Systems Theory; D013850:Thinking; D014768:Virginia