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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.

Journal of Continuing Education in Nursing
|July 13, 2000
PubMed
Summary
This summary is machine-generated.

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This professional development workshop equipped Chinese nurse educators with new insights into clinical teaching. Participants aimed to better connect college-based theory with practical student instruction.

Area of Science:

  • Nursing Education
  • Professional Development

Background:

  • A 6-day professional development workshop was conducted in China.
  • The workshop was part of the Canada-China University linkage program, funded by the Canadian International Development Association.

Purpose of the Study:

  • To enhance the clinical teaching practices of Chinese nurse educators.
  • To facilitate reflection on their roles as clinical teachers.

Main Methods:

  • Utilized Kolb's experiential learning model as a theoretical framework.
  • Focused on reflective practice for nurse educators.

Main Results:

  • Participants gained new insights into their clinical teaching roles.
  • Nurse educators expressed a desire to strengthen the link between theoretical knowledge and practical application in student instruction.

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Conclusions:

  • This approach can identify nurses' learning needs in practice and education.
  • Suggests a valuable model for future professional development workshops in nursing.