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Transcultural reflection on clinical teaching using an experiential teaching-learning model
P Papai1, F F Bourbonnais, J Chevrier
1School of Nursing, University of Ottawa, Ontario, Canada.
Background:
A 6-day professional development workshop was designed and implemented in China as part of a project funded by the Canadian International Development Association through the Canada-China University linkage program.
Method:
Kolb's experiential learning model was used as a framework to help Chinese nurse educators reflect on their practice as clinical teachers.
Results:
The workshop resulted in the generation of new insights by participants into their role as clinical teachers. Chinese educators wanted to increase their links between the teaching of theory at the college and the instruction of students in the practice setting.
Conclusion:
The use of a similar approach in future professional development workshops allows presenters to identify nurses' learning needs regarding specific areas of nursing practice and education.