将学习带给学习者：使用音频电话会议进行临床后会议及更多用途。
Taking learning to the learner: using audio teleconferencing for postclinical conferences and more.
作者信息
Adegbola Maxine
机构信息
College of Nursing, University of Texas at Arlington, Arlington, TX, USA.
出版信息
Creat Nurs. 2011;17(3):120-5. doi: 10.1891/1078-4535.17.3.120.
Abstract
Clinical educators are often burdened by conflicts that occur as they try to balance multiple postclinical scheduling demands with students' varying timetables. The purpose of this article is to inform educators how to use teleconferences to deliver valuable postclinical debriefing, model professional growth experiences, and more. The innovative use of teleconferencing as a pedagogical method enables educators to take learning to the learners.
摘要
临床教育工作者常常因冲突而负担沉重，这些冲突在他们试图平衡多个临床后安排需求与学生不同的时间表时出现。本文的目的是告知教育工作者如何利用电话会议进行有价值的临床后汇报、示范专业成长经历等等。将电话会议作为一种教学方法的创新应用使教育工作者能够将学习带给学习者。
相似文献
1
Taking learning to the learner: using audio teleconferencing for postclinical conferences and more.将学习带给学习者：使用音频电话会议进行临床后会议及更多用途。
Creat Nurs. 2011;17(3):120-5. doi: 10.1891/1078-4535.17.3.120.
2
Does a learner-centered approach using teleconference improve medical students' psychological safety and self-explanation in clinical reasoning conferences? a crossover study.采用基于学习者的远程会议方法是否能提高医学生在临床推理会议中的心理安全感和自我解释能力？一项交叉研究。
PLoS One. 2021 Jul 9;16(7):e0253884. doi: 10.1371/journal.pone.0253884. eCollection 2021.
3
Adult learning: What nurse educators need to know about mature students.成人学习：护士教育工作者需要了解的关于成年学生的知识。
Curationis. 2015 Nov 20;38(2):1494. doi: 10.4102/curationis.v38i2.1494.
4
Implementing Quality and Safety Education for Nurses in Postclinical Conferences: Transforming the Design of Clinical Nursing Education.在临床会议后实施护士质量与安全教育：变革临床护理教育设计
Nurse Educ. 2017 Sep/Oct;42(5S Suppl 1):S18-S21. doi: 10.1097/NNE.0000000000000410.
5
Effectiveness and experience of arts-based pedagogy among undergraduate nursing students: a mixed methods systematic review.本科护理专业学生中基于艺术的教学法的有效性与经验：一项混合方法系统评价
JBI Database System Rev Implement Rep. 2016 Nov;14(11):139-239. doi: 10.11124/JBISRIR-2016-003188.
6
Debate: a strategy for increasing interaction in audio teleconferencing.
J Adv Nurs. 1989 Oct;14(10):847-52. doi: 10.1111/j.1365-2648.1989.tb01470.x.
7
Learning contracts: a vehicle for increased student involvement in audio teleconferencing.
Nurse Educ Today. 1991 Jun;11(3):185-90. doi: 10.1016/0260-6917(91)90058-i.
8
Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course.通过医学生作为教师课程后的教学反思揭示医学生作为教育者的专业发展
Teach Learn Med. 2017 Oct-Dec;29(4):411-419. doi: 10.1080/10401334.2017.1302801. Epub 2017 May 12.
9
Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.基于母婴模拟学习的学生和教育工作者体验：定性证据协议的系统评价
JBI Database System Rev Implement Rep. 2015 Jan;13(1):14-26. doi: 10.11124/jbisrir-2015-1694.
10
Putting Socrates back in Socratic method: Theory-based debriefing in the nursing classroom.将苏格拉底式方法中的苏格拉底元素融入其中：护理课堂中的基于理论的汇报总结
Nurs Philos. 2019 Apr;20(2):e12240. doi: 10.1111/nup.12240. Epub 2019 Mar 20.
本文引用的文献
1
Soar like geese: building developmental network relationships for scholarship.如大雁般翱翔：为学术建立发展性网络关系。
Nurs Educ Perspect. 2011 Jan-Feb;32(1):51-3. doi: 10.5480/1536-5026-32.1.51.
2
Increase participation in your local chapter using technology.
Rehabil Nurs. 2009 Jan-Feb;34(1):24-5. doi: 10.1002/j.2048-7940.2009.tb00244.x.
3
Students' opinions about and expectations of effective nursing clinical mentors.学生对有效护理临床导师的看法及期望。
J Nurs Educ. 2008 Mar;47(3):118-23. doi: 10.3928/01484834-20080301-07.
4
Conducting clinical post-conference in clinical teaching: a qualitative study.临床教学中的临床课后讨论：一项定性研究。
J Clin Nurs. 2007 Aug;16(8):1525-33. doi: 10.1111/j.1365-2702.2006.01751.x.
5
Using podcasts for nursing education.利用播客进行护理教育。
J Contin Educ Nurs. 2007 Mar-Apr;38(2):56-7. doi: 10.3928/00220124-20070301-09.
6
Technology and reflective practice: the use of online discussion to enhance postconference clinical learning.
Nurse Educ. 2006 Sep-Oct;31(5):190-1. doi: 10.1097/00006223-200609000-00002.
7
What works? A personal account of clinical teaching strategies in nursing.什么有效？一份关于护理临床教学策略的个人记述。
Educ Health (Abingdon). 2004 Jul;17(2):236-9. doi: 10.1080/13576280410001711067.
8
Strategies used in clinical postconference.临床会后讨论中使用的策略。
J Nurs Educ. 1998 Oct;37(7):315-7. doi: 10.3928/0148-4834-19981001-10.
9
Development and testing of the Clinical Post-Conference Learning Environment Survey.
J Prof Nurs. 1998 Jul-Aug;14(4):206-13. doi: 10.1016/s8755-7223(98)80060-4.
10
Relationship between selected discourse strategies and student critical thinking.所选话语策略与学生批判性思维之间的关系。
J Nurs Educ. 1997 Dec;36(10):467-75. doi: 10.3928/0148-4834-19971201-06.
Zotero 插件