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  • Students take the lead for learning in practice: A process for building self-efficacy into undergraduate nursing education

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    HendersonPUB5648.pdf (2.893Mb)
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    Author(s)
    Henderson, Amanda
    Harrison, Penny
    Rowe, Jennifer
    Edwards, Sam
    Barnes, Margaret
    Henderson, Simon
    Henderson, Amanda
    Griffith University Author(s)
    Henderson, Amanda J.
    Year published
    2018
    Metadata
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    Abstract
    To prepare graduate nurses for practice, the curriculum and pedagogy need to facilitate student engagement, active learning and the development of self-efficacy. This pilot project describes and explores an initiative, the Check-in and Check-out process, that aims to engage students as active partners in their learning and teaching in their clinical preparation for practice. Three interdependent elements make up the process: a check-in (briefing) part; a clinical practice part, which supports students as they engage in their learning and practise clinical skills; and a check-out (debriefing) part. A student evaluation of ...
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    To prepare graduate nurses for practice, the curriculum and pedagogy need to facilitate student engagement, active learning and the development of self-efficacy. This pilot project describes and explores an initiative, the Check-in and Check-out process, that aims to engage students as active partners in their learning and teaching in their clinical preparation for practice. Three interdependent elements make up the process: a check-in (briefing) part; a clinical practice part, which supports students as they engage in their learning and practise clinical skills; and a check-out (debriefing) part. A student evaluation of this initiative confirmed the value of the process, which has subsequently been embedded in the preparation for practice and work-integrated learning courses in the undergraduate nursing programs at the participating university. The introduction of a singular learning process provides consistency in the learning approach used across clinical learning spaces, irrespective of their location or focus. A consistent learning process—including a common language that easily transfers across all clinical courses and clinical settings—arguably enhances the students’ learning experience, helps them to actively manage their preparation for clinical practice and to develop self-efficacy.
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    Journal Title
    Nurse Education in Practice
    Volume
    31
    DOI
    https://doi.org/10.1016/j.nepr.2018.04.003
    Copyright Statement
    © 2018 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Nursing
    Nursing not elsewhere classified
    Curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/380820
    Collection
    • Journal articles

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