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dc.contributor.authorMcAllister, Margareten_US
dc.contributor.authorTower, Marionen_US
dc.contributor.authorWalker, Rachelen_US
dc.contributor.editorChristine A. Tanneren_US
dc.date.accessioned2017-04-24T08:29:25Z
dc.date.available2017-04-24T08:29:25Z
dc.date.issued2007en_US
dc.date.modified2008-07-14T03:18:54Z
dc.identifier.issn01484834en_US
dc.identifier.urihttp://hdl.handle.net/10072/19091
dc.description.abstractThis conceptual article, drawn from the authors' shared teaching experiences and recent student and clinician evaluation data, set out to reveal and then address some common problems faced by clinical educators and nursing students in the time-constrained, complex, specialized field of clinical learning. We explain and argue the benefits of transformative learning and outline specific strategies for building skills in transformative education, such as interrogating clinical routines and habits, teaching diplomacy skills, and using a process of interruption. Clinical educators can use these strategies to move beyond unwittingly serving the status quo toward consciously contributing to change.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent161164 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSlack Inc.en_US
dc.publisher.placeThorofare, NJen_US
dc.publisher.urihttp://www.journalofnursingeducation.com/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom304en_US
dc.relation.ispartofpageto312en_US
dc.relation.ispartofissue7en_US
dc.relation.ispartofjournalJournal of Nursing Educationen_US
dc.relation.ispartofvolume46en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode321199en_US
dc.titleGentle interruptions: Transformative approaches to clinical teachingen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2007 SLACK Inc. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2007
gro.hasfulltextFull Text


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