title: Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.
abstract: BACKGROUND
  Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood.
  
  
  METHODS
  The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting.
  
  
  RESULTS
  Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described.
  
  
  CONCLUSIONS
  Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.].
authors.forename: Ann
authors.initials: A
authors.lastname: Nielsen
mesh_terms: D003210:Concept Formation; D004506:Education, Nursing / Q000379:methods*; D006801:Humans; D007858:Learning; D017145:Models, Educational; D015402:Nursing Education Research; D015403:Nursing Evaluation Research; D015404:Nursing Methodology Research; D009742:Nursing Theory; D009922:Oregon; D013663:Teaching