title: The use of online discussions for post-clinical conference.
abstract: Nurse educators, at every level of pre-licensure nursing education, are charged with developing critical thinking skills within their students. Post-clinical conference is one teaching strategy that nurse educators can employ to help promote the development of critical thinking skills in pre-licensure nursing students. However, traditional face-to-face post-clinical conference is marred with issues and concerns, as identified in the nursing education literature. An alternative to face-to-face post-clinical conference, asynchronous online learning environment, mitigates the issues and concerns associated with traditional post-clinical conference. Adult learning theory supports the use of asynchronous online learning environment because the asynchronous online learning environment promotes student-centered teaching strategy in place of teacher-centered learning, which by its nature traditional face-to-face post-clinical conference tends to support.
authors.affiliation: HACC, Central Pennsylvania's Community College, USA. Electronic address: kaberkst@hacc.edu.
authors.forename: Kristie
authors.initials: K
authors.lastname: Berkstresser
mesh_terms: D002983:Clinical Competence; D020375:Education, Distance / Q000379:methods*; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005181:Faculty, Nursing; D006801:Humans; D020407:Internet; D007858:Learning; D017145:Models, Educational; D015402:Nursing Education Research; D013338:Students, Nursing; D013850:Thinking
keywords: Adult learning theory; Online learning; Post-clinical conference; Student-centered learning