A comparison of student and faculty perceptions of clinical post-conference learning environment

Mary E. Megel, Audrey Elaine Nelson, Joyce Marie Black, Jenilee Vogel, Megan Uphoff

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

The purpose of this study was to repeat a study by Letizia and Jennrich that described and compared perceptions of the clinical post-conference learning environment of undergraduate baccalaureate student nurses (BSN) and faculty. The Clinical Post-Conference Learning Environment Survey (CPCLES) was sent electronically to all traditional and accelerated BSN students and faculty; 178 usable responses were returned. Both faculty and students perceived the environmental characteristics captured by the CPCLES were important, but were used less than expected (p < 0.025). No differences were found between faculty and students in perceptions of importance and actual use of the post-conference learning environment. Results showed highest scores for the subscale Teacher Support for both faculty and students. Lowest scores were received for Innovation. The results suggest the important role faculty has in supporting students' efforts to understand and find meaning in clinical experiences. Post-conference learning experiences could be enriched by faculty efforts to increase active learning strategies and innovative experiences. Further research is needed to determine effectiveness of new approaches to the post-conference in facilitating clinical reasoning among student nurses, and promote students' ability to provide safe, high-quality care.

Original languageEnglish (US)
Pages (from-to)525-529
Number of pages5
JournalNurse Education Today
Volume33
Issue number5
DOIs
StatePublished - May 1 2013

Fingerprint

learning environment
Learning
Students
student
nurse
Nurses
experience
Problem-Based Learning
Aptitude
Quality of Health Care
learning strategy
innovation
ability
teacher
Research
learning

Keywords

  • Clinical post-conference
  • Undergraduate nursing education

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

A comparison of student and faculty perceptions of clinical post-conference learning environment. / Megel, Mary E.; Nelson, Audrey Elaine; Black, Joyce Marie; Vogel, Jenilee; Uphoff, Megan.

In: Nurse Education Today, Vol. 33, No. 5, 01.05.2013, p. 525-529.

Research output: Contribution to journalArticle

@article{28163bc3223a4c6bba38d3cdd77975e8,
title = "A comparison of student and faculty perceptions of clinical post-conference learning environment",
abstract = "The purpose of this study was to repeat a study by Letizia and Jennrich that described and compared perceptions of the clinical post-conference learning environment of undergraduate baccalaureate student nurses (BSN) and faculty. The Clinical Post-Conference Learning Environment Survey (CPCLES) was sent electronically to all traditional and accelerated BSN students and faculty; 178 usable responses were returned. Both faculty and students perceived the environmental characteristics captured by the CPCLES were important, but were used less than expected (p < 0.025). No differences were found between faculty and students in perceptions of importance and actual use of the post-conference learning environment. Results showed highest scores for the subscale Teacher Support for both faculty and students. Lowest scores were received for Innovation. The results suggest the important role faculty has in supporting students' efforts to understand and find meaning in clinical experiences. Post-conference learning experiences could be enriched by faculty efforts to increase active learning strategies and innovative experiences. Further research is needed to determine effectiveness of new approaches to the post-conference in facilitating clinical reasoning among student nurses, and promote students' ability to provide safe, high-quality care.",
keywords = "Clinical post-conference, Undergraduate nursing education",
author = "Megel, {Mary E.} and Nelson, {Audrey Elaine} and Black, {Joyce Marie} and Jenilee Vogel and Megan Uphoff",
year = "2013",
month = "5",
day = "1",
doi = "10.1016/j.nedt.2011.11.021",
language = "English (US)",
volume = "33",
pages = "525--529",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Churchill Livingstone",
number = "5",

}

TY - JOUR

T1 - A comparison of student and faculty perceptions of clinical post-conference learning environment

AU - Megel, Mary E.

AU - Nelson, Audrey Elaine

AU - Black, Joyce Marie

AU - Vogel, Jenilee

AU - Uphoff, Megan

PY - 2013/5/1

Y1 - 2013/5/1

N2 - The purpose of this study was to repeat a study by Letizia and Jennrich that described and compared perceptions of the clinical post-conference learning environment of undergraduate baccalaureate student nurses (BSN) and faculty. The Clinical Post-Conference Learning Environment Survey (CPCLES) was sent electronically to all traditional and accelerated BSN students and faculty; 178 usable responses were returned. Both faculty and students perceived the environmental characteristics captured by the CPCLES were important, but were used less than expected (p < 0.025). No differences were found between faculty and students in perceptions of importance and actual use of the post-conference learning environment. Results showed highest scores for the subscale Teacher Support for both faculty and students. Lowest scores were received for Innovation. The results suggest the important role faculty has in supporting students' efforts to understand and find meaning in clinical experiences. Post-conference learning experiences could be enriched by faculty efforts to increase active learning strategies and innovative experiences. Further research is needed to determine effectiveness of new approaches to the post-conference in facilitating clinical reasoning among student nurses, and promote students' ability to provide safe, high-quality care.

AB - The purpose of this study was to repeat a study by Letizia and Jennrich that described and compared perceptions of the clinical post-conference learning environment of undergraduate baccalaureate student nurses (BSN) and faculty. The Clinical Post-Conference Learning Environment Survey (CPCLES) was sent electronically to all traditional and accelerated BSN students and faculty; 178 usable responses were returned. Both faculty and students perceived the environmental characteristics captured by the CPCLES were important, but were used less than expected (p < 0.025). No differences were found between faculty and students in perceptions of importance and actual use of the post-conference learning environment. Results showed highest scores for the subscale Teacher Support for both faculty and students. Lowest scores were received for Innovation. The results suggest the important role faculty has in supporting students' efforts to understand and find meaning in clinical experiences. Post-conference learning experiences could be enriched by faculty efforts to increase active learning strategies and innovative experiences. Further research is needed to determine effectiveness of new approaches to the post-conference in facilitating clinical reasoning among student nurses, and promote students' ability to provide safe, high-quality care.

KW - Clinical post-conference

KW - Undergraduate nursing education

UR - http://www.scopus.com/inward/record.url?scp=84876822961&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84876822961&partnerID=8YFLogxK

U2 - 10.1016/j.nedt.2011.11.021

DO - 10.1016/j.nedt.2011.11.021

M3 - Article

C2 - 22225946

AN - SCOPUS:84876822961

VL - 33

SP - 525

EP - 529

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

IS - 5

ER -